Abstract
This study aims to identify the reality of using electronic applications in teaching language skills to people with mild intellectual disabilities from the mothers’ perspective. A descriptive approach was used. The electronic questionnaires were administered to the study sample, 122 responses were received from mothers of the students with mild intellectual disability in Hafer Al-Baten schools. The response average rate was 94%. The results showed that there are statistically significant differences that are related to the variant of monthly income as for the barriers to using electronic applications in such schools, whereas there were no differences regarding the variant of monthly income regarding the axis of using electronic applications in teaching skills. There were no differences between the mothers and fathers in the educational level as to the first axis, whereas there were differences between the mothers and fathers in the educational level as to the second axis which is barriers to using electronic applications.
