Enhancing Learning Disability Identification in Saudi Arabia
(A Qualitative Study)
الكلمات المفتاحية:
Learning Disability, Identification in Saudi Arabia
الملخص
Instructional coaches play a crucial role in supporting teachers with the referral and evaluation processes for identifying students with learning disabilities (LD) in Saudi Arabia. They also assist students in navigating daily learning and assessment activities. This study examined the perspectives of instructional coaches regarding the current LD identification model, its effectiveness, and the feasibility of implementing Multi-Tiered Systems of Support (MTSS) as an alternative framework. Through semi-structured interviews with 12 instructional coaches, the study evaluated the strengths and limitations of Saudi Arabia’s existing identification practices. The findings revealed significant concerns regarding the accuracy of current methods and the risks associated with misidentifying students. While MTSS is not yet utilized in Saudi schools, the results suggest it could offer a more comprehensive and reliable approach to addressing students’ academic and behavioral needs. The study emphasizes the importance of culturally and linguistically appropriate practices and advocates for the phased implementation of MTSS, supported by robust teacher training programs. This study contributes to a deeper understanding of LD identification challenges in Saudi Arabia and highlights the potential of MTSS to improve outcomes, offering practical recommendations for policy and future research.
المراجع
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7. Alnaim, F. (2015). Learning disabilities concept and identification: Primary teachers' perspectives in Saudi Arabia. International Journal of Social Science and Humanity, 5(12), 1040. https://doi.org/10.7763/IJSSH.2015.V5.601
8. Alnaim, F. (2016). Identification strategies in the Saudi learning disabilities programme: Primary teachers' perspectives (Publication No.10806424) [Doctoral dissertation, The University of Manchester]. ProQuest Dissertations Publishing.
9. Alquraini, T. A. (2014). Special education today in the Kingdom of Saudi Arabia. Special Education International Perspectives: Practices Across the Globe, 28, (505–528). https://doi.org/10.1108/s0270-401320140000028023
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11. Alqurani, T. (2011). Special education in Saudi Arabia: Challenges, perspectives, future possibilities. International Journal of Special Education, 26(2), 149-159 https://files.eric.ed.gov/fulltext/EJ937182.pdf
12. Alsarawi, A. (2023). Identifying and supporting students with learning disabilities in Saudi Arabia: Critical examination and recommendations to bridge the gap between policy, practice, and research. Interchange, 54(1), 95-124. https://doi.org/10.1007/s10780-022-09485-1
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16. Braun, G., Kumm, S., Brown, C., Walte, S., Hughes, M. T., & Maggin, D. M. (2018). Living in tier 2: Educators’ perceptions of MTSS in urban schools. International Journal of Inclusive Education, 24(10), 1114-1128. https://doi.org/10.1080/13603116.2018.1511758
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21. Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (2015). From the response to intervention to multi-tiered systems of support: Advances in the science and practice of assessment and intervention. In S. Jimerson, M. Burns, & A. VanDerHeyden (Eds,). Handbook of Response to Intervention, (pp. 1-6). https://doi.org/10.1007/978-1-4899-7568-3_1
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23. Hayes AM, Dombrowski E, Shefcyk A, & Bulat J. (2018). Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press Publication No. OP-0052-1804. Research Triangle Park, NC: RTI Press. https://doi.org/10.3768/rtipress.2018.op.0052.1804
24. Ministry of Education (2020). Teacher’s Guide for Learning Difficulties in Primary School. Ministry of Education.
25. Leko, M. M., Brownell, M. T., Sindelar, P. T., & Kiely, M. T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82(1), 25-43. https://doi.org/10.1177/0014402915598782
26. Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F. B., Schulte, A., & Olson, R. (2001). Rethinking learning disabilities. In C. E. Finn, A. J. Rotherham, & C. R. Hokanson (Eds.), Rethinking special education for a new century (pp. 259-287).
27. Sugai, G., & Horner, R. H. (2009). Responsiveness-to-Intervention and school-wide positive behavior support: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223-237. https://doi.org/10.1080/09362830903235375
28. Poch, A. L., Alzahrani, D., Aljuwayhir, J., & Alnahari, M. (2023). Educating Students With Learning Difficulties in the Kingdom of Saudi Arabia. Intervention in School and Clinic, 58(4), 287-292. https://doi.org/10.1177/10534512221093779
29. Pesova, B., Sivevska, D., & Runceva, J. (2014). Early intervention and prevention of students with specific learning disabilities. Procedia-Social and Behavioral Sciences, 149, (701-708). https://doi.org/10.1016/j.sbspro.2014.08.259
30. Regan, K. S., Berkeley, S. L., Hughes, M., & Brady, K. K. (2015). Understanding practitioner perceptions of responsiveness to intervention. Learning Disability Quarterly, 38(4), 234-247. https://doi.org/10.1177/0731948715580437
31. Restori, A. F., Katz, G. S., & Lee, H. B. (2009). A critique of the IQ / Achievement discrepancy model for identifying specific learning disabilities. Europe’s Journal of Psychology, 5(4), 128-145. https://doi.org/10.5964/ejop.v5i4.244
32. Wexler, D. (2017). School-based multitiered systems of support (MTSS): An introduction to MTSS for neuropsychologists. Applied Neuropsychology: Child, 7(4), 306-316. https://doi.org/10.1080/21622965.2017.1331848
2. Alahmadi, N. A., & El Keshky, M. E. S. (2019). Assessing primary school teachers’s knowledge of specific learning disabilities in the Kingdom of Saudi Arabia. Journal of Educational and Developmental Psychology, 9(1), 9-22. https://doi.org/10.5539/jedp.v9n1p9
3. Alawfi, A. (2017). A study comparing the educational support for students experiencing learning disabilities in Australia and Saudi Arabia. International Journal Online of Humanities 4(1), 1-11. https://doi.org/10.24113/ijohmn.v3i1.25
4. Aldabas, R. A. (2015). Special education in Saudi Arabia: History and areas for reform. Creative Education, 06(11), 1158-1167. https://doi.org/10.4236/ce.2015.611114
5. Aldousari, A. L., & Dunn, M. (2022). Special Education for Students with Learning Disabilities in Saudi Arabia: Reality and Challenges. Learning Disabilities: A Contemporary Journal, 20(2), 175-197. https://eric.ed.gov/?id=EJ1359623
6. Almedlij, M. A., & Rubinstein-Ávila, E. B. (2019). The development of LD education in Saudi Arabia: Services and implications for the future. International Journal of Modern Education Studies, 2(2), 83. https://doi.org/10.51383/ijonmes.2018.29
7. Alnaim, F. (2015). Learning disabilities concept and identification: Primary teachers' perspectives in Saudi Arabia. International Journal of Social Science and Humanity, 5(12), 1040. https://doi.org/10.7763/IJSSH.2015.V5.601
8. Alnaim, F. (2016). Identification strategies in the Saudi learning disabilities programme: Primary teachers' perspectives (Publication No.10806424) [Doctoral dissertation, The University of Manchester]. ProQuest Dissertations Publishing.
9. Alquraini, T. A. (2014). Special education today in the Kingdom of Saudi Arabia. Special Education International Perspectives: Practices Across the Globe, 28, (505–528). https://doi.org/10.1108/s0270-401320140000028023
10. Alquraini, T. A. S., & Rao, S. M. (2018). A study examining the extent of including competencies of inclusive education in the preparation of special education teachers in Saudi universities. International Journal of Disability, Development and Education, 65(1), 108-122. https://doi.org/10.1080/1034912X.2017.1327651
11. Alqurani, T. (2011). Special education in Saudi Arabia: Challenges, perspectives, future possibilities. International Journal of Special Education, 26(2), 149-159 https://files.eric.ed.gov/fulltext/EJ937182.pdf
12. Alsarawi, A. (2023). Identifying and supporting students with learning disabilities in Saudi Arabia: Critical examination and recommendations to bridge the gap between policy, practice, and research. Interchange, 54(1), 95-124. https://doi.org/10.1007/s10780-022-09485-1
13. Bagasi, M. (2018). Meta-analysis of the effectiveness of response to intervention models in special education and implications for international implementations. Multi Knowledge Electronic Comprehensive Journal For Education And Science Publications, 14. Nov. https://www.academia.edu/64225072/
14. Battal, Z. M. B. (2016). Special education in Saudi Arabia. International Journal of Technology and Inclusive Education, 5(2), 880-886. https://doi.org/10.20533/ijtie.2047.0533.2016.0113
15. Berkeley, S., Scanlon, D., Bailey, T. R., Sutton, J. C., & Sacco, D. M. (2020). A snapshot of RTI implementation a decade later: New picture, same story. Journal of Learning Disabilities, 53(5), 332-342. https://doi.org/10.1177/0022219420915867
16. Braun, G., Kumm, S., Brown, C., Walte, S., Hughes, M. T., & Maggin, D. M. (2018). Living in tier 2: Educators’ perceptions of MTSS in urban schools. International Journal of Inclusive Education, 24(10), 1114-1128. https://doi.org/10.1080/13603116.2018.1511758
17. Creswell, J (2012). Educational research. Pearson
18. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. sage.
19. Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99. https://doi.org/10.1598/rrq.41.1.4
20. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-Intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research and Practice, 18(3), 157-171. https://doi.org/10.1111/1540-5826.00072
21. Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (2015). From the response to intervention to multi-tiered systems of support: Advances in the science and practice of assessment and intervention. In S. Jimerson, M. Burns, & A. VanDerHeyden (Eds,). Handbook of Response to Intervention, (pp. 1-6). https://doi.org/10.1007/978-1-4899-7568-3_1
22. Harlacher, J. E., Sakelaris, T. L., & Kattelman, N. M. (2013). Practitioner’s guide to curriculum-based evaluation. Springer. https://doi.org/10.1007/978-1-4614-9360-0
23. Hayes AM, Dombrowski E, Shefcyk A, & Bulat J. (2018). Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press Publication No. OP-0052-1804. Research Triangle Park, NC: RTI Press. https://doi.org/10.3768/rtipress.2018.op.0052.1804
24. Ministry of Education (2020). Teacher’s Guide for Learning Difficulties in Primary School. Ministry of Education.
25. Leko, M. M., Brownell, M. T., Sindelar, P. T., & Kiely, M. T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82(1), 25-43. https://doi.org/10.1177/0014402915598782
26. Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F. B., Schulte, A., & Olson, R. (2001). Rethinking learning disabilities. In C. E. Finn, A. J. Rotherham, & C. R. Hokanson (Eds.), Rethinking special education for a new century (pp. 259-287).
27. Sugai, G., & Horner, R. H. (2009). Responsiveness-to-Intervention and school-wide positive behavior support: Integration of multi-tiered system approaches. Exceptionality, 17(4), 223-237. https://doi.org/10.1080/09362830903235375
28. Poch, A. L., Alzahrani, D., Aljuwayhir, J., & Alnahari, M. (2023). Educating Students With Learning Difficulties in the Kingdom of Saudi Arabia. Intervention in School and Clinic, 58(4), 287-292. https://doi.org/10.1177/10534512221093779
29. Pesova, B., Sivevska, D., & Runceva, J. (2014). Early intervention and prevention of students with specific learning disabilities. Procedia-Social and Behavioral Sciences, 149, (701-708). https://doi.org/10.1016/j.sbspro.2014.08.259
30. Regan, K. S., Berkeley, S. L., Hughes, M., & Brady, K. K. (2015). Understanding practitioner perceptions of responsiveness to intervention. Learning Disability Quarterly, 38(4), 234-247. https://doi.org/10.1177/0731948715580437
31. Restori, A. F., Katz, G. S., & Lee, H. B. (2009). A critique of the IQ / Achievement discrepancy model for identifying specific learning disabilities. Europe’s Journal of Psychology, 5(4), 128-145. https://doi.org/10.5964/ejop.v5i4.244
32. Wexler, D. (2017). School-based multitiered systems of support (MTSS): An introduction to MTSS for neuropsychologists. Applied Neuropsychology: Child, 7(4), 306-316. https://doi.org/10.1080/21622965.2017.1331848
منشور
2025-05-23
كيفية الاقتباس
Hassan Alwadei. (2025). Enhancing Learning Disability Identification in Saudi Arabia: (A Qualitative Study). Journal of Arts, Literature, Humanities and Social Sciences, (120), 388-403. https://doi.org/10.33193/JALHSS.120.2025.1434
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2025 Hassan Alwadei
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