Rosa Ziyaei - Masters in English Language Teaching, Paiam noor University of Tehran, Tehran, Iran

The Global prevalence of COVID-۱۹ notwithstanding the deficit of academic performance whencomparing students with learning disabilities (LD) to their colleagues who are non-disabled has led allschools to halt teaching and learning at all levels in regular education classrooms from pre-school to thetertiary level. In this time of crisis are there alternative ways for learning instead of the regularconventional face to face classroom interaction? Are students ready and prepared for such alternativemethods? Would students with learning disabilities be catered for to avoid high abysmal performances inthese examinations? This study is aimed at discussing possible implications of online learning based oneducational theories and teachers’ personal theories of teaching and learning as interventions. Thefundamental framework for this study was adapted from Fox’s (۱۹۸۳) teaching as professed in teachers’theory of teaching and learning by Nicole (۲۰۱۷) as well as relating the behaviourists, developmentalistsand constructivists learning theories to online teaching. Revealing the existence of knowledge as basis forthis study, review of literature for online learning was discussed to support the relevancy and significanceto the study. Recommendations for future research include examining effects of using online learning toenhance students’ academic performance. This study would provide basic schools, secondary schools,colleges of education and their affiliated university teachers with the need to employ a blend of onlineplatforms during and after schools lock-down for teaching and learning.

Coronavirus, COVID-۱۹, Online Learning (OL), learning theories, Learning Disabilities(LD), Face to Face Learning