Background: The purpose of this qualitative study was to explore Turkish parents’ lived experiences on online science lessons of their children with mild intellectual disability amid COVID-19 pandemic.

Method: This study used the phenomenological qualitative research design. Participants in this study were 16 parents, who have children with mild intellectual disability and participated in one-on-one semi-structured phone calls. Interview data were thematically analyzed.

Result: Five overarching themes were found: (1) parents’ general experiences on online science lessons, (2) advantages of online science lessons, (3) disadvantages of online science lessons, (4) barriers in online science lessons, and (5) parents’ recommendations for online science lessons.

Conclusion: The results revealed that the majority of parents agreed on the school closure policy due to the COVID-19 pandemic, but were not satisfied with the online science lessons, and focused on the disadvantages of online science lessons for their children with mild intellectual disability.

背景：这项定性研究的目的是探讨土耳其父母在 COVID-19 大流行期间为他们的轻度智障儿童提供在线科学课程的生活经历。

方法：本研究采用现象学定性研究设计。这项研究的参与者是 16 位父母，他们有轻度智力障碍的孩子，并参与了一对一的半结构化电话通话。采访数据进行了主题分析。

结果：发现了五个总体主题：(1) 家长对在线科学课程的一般体验，(2) 在线科学课程的优点，(3) 在线科学课程的缺点，(4) 在线科学课程的障碍，以及 (5 ) 家长对在线科学课程的建议。

结论：结果显示，由于 COVID-19 大流行，大多数家长同意学校停课政策，但对在线科学课不满意，并关注在线科学课对轻度智障孩子的不利影响.