Abstract
The objective of this study is to investigate the experiences of teachers of students with Intellectual Disabilities (ID) with remote teaching during the COVID-19 pandemic, and to suggest solutions to address challenges. The study used an electronic questionnaire to collect field data from 150 teachers of students with IDs located in various cities of the Kingdom of Saudi Arabia (KSA). The study found that the most significant challenge encountered by teachers was that their students with ID found it challenging to complete online assessments in a specified amount of time and also to communicate with their peers and teachers. The findings of this study highlight the need for teachers to receive support from parents and the Ministry of Education of the KSA to improve the effectiveness of remote teaching for students with intellectual disabilities.