purpose: To provide a model for identifying the components of virtual education for students with physical-motor disabilities. The research method is descriptive-survey.
Method: The statistical population of the study was all managers and coaches of the special education centers in Tehran. The sampling method was carried out through a census. The main research tool was a researcher-made questionnaire that had a reliability of 0.79 using Cronbach's alpha coefficient. For data analysis, descriptive statistics and inferential statistics (binomial distribution, Chi-2) were used.
Findings: Out of 120 managers and instructors who were questioned, 57 responded to the questionnaire, which is equivalent to 47.5% of the total population. Only 23% of these people have had at least one virtual learning experience with their students. In terms of 60% of surveyed managers and educators, the importance of virtual education for students with physical-motor disabilities was high and very high. Vocational education in the components of time setting training, providing equal opportunity education for children with physical-motor disabilities, parental involvement, access to education, ease of use of educational facilities, acquisition of social skills, communication with others, reduction of training costs For parents, reducing the costs of school education, continuing learning, meeting the students' psychological needs, and increasing the confidence of students was highly and very effective. 11 components were identified to provide an executive model based on the components of virtual education for students with physical-motor disabilities in Iran and a model was designed based on it.
Discussion: According to the results of the problems in the level of all 11 components, the average score was reached. Therefore, virtual education can have a positive effect on the educational components of students with physical-motor disabilities.
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