Skip to main content

Advertisement

SpringerLink
Log in

Identifying and Supporting Students with Learning Disabilities in Saudi Arabia: Critical Examination and Recommendations to Bridge the Gap Between Policy, Practice, and Research

  • Published:
Interchange Aims and scope Submit manuscript

Abstract

Saudi Arabia has officially recognized learning disabilities as a new category of disability since 1996. The Saudi government has since developed policies to meet the needs of students with learning disabilities in the least restrictive environments. With the growing population of these students in Saudi schools, this search is thus focused on determining a means of identifying students with learning disabilities and providing them with appropriate services. School practices, which refer to the discrepancy between intelligence quotient and academic achievement, are still used for identifying learning disabilities and making eligibility decisions for special education services in resource rooms. This article examines the discrepancy model and suggests the usage of the response to intervention approach as an alternative model. Additionally, the article suggests the use of a multifaceted approach for identifying and supporting students with learning disabilities. Recommendations regarding investment in data, use of evidence-based practices, and monitoring of the progress of students with learning disabilities are provided. The recommendations underscore the need to create procedural guidelines to identify students with learning disabilities, offer relevant professional development programs, and improve the accountability of the education system.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

Data Availability

The manuscript is 44 pages long including the title page, the abstract, and the reference pages. I have attached three files, Table 1, Figs. 1 and 2.

Code Availability

Not applicable.

References

  • Abed, M. G., & Alrawajfh, S. (2017). Elementary school teachers’ attitude towards including students with special educational needs into regular public schools in Saudi Arabia. International Journal of Education, 9(1), 49–66.

    Article  Google Scholar 

  • Abunyan, I. (2012). Learning difficulties’ teaching methods and cognitive strategies (2nd ed.). The International House for Publishing and Distribution.

    Google Scholar 

  • Abunyan, I. S. (2019). Learning disabilities and the role of general education teachers in the provision of services. King Salman Center for Disability Research.

    Google Scholar 

  • Afeafe, M. Y. (2000). Special education in Saudi Arabia. Retrieved from: http://www.khayma.com/education.

  • Alahmari, A. (2019). A review and synthesis of the response to intervention (RtI) literature: Teachers’ implementations and perceptions. International Journal of Special Education, 33(4), 894–909.

    Google Scholar 

  • Al-Assaf, S. (2006). The entrance for researchers in behavioral sciences (4th edn.). Al Obeikan for Publishing and Distribution.

    Google Scholar 

  • Alawfi, A. M. (2017). A study comparing the educational support for students experiencing learning disabilities in Australia and Saudi Arabia. International Journal Online of Humanities, 2(1), 2395–5155.

    Google Scholar 

  • Aldabas, R. A. (2015). Special education in Saudi Arabia: History and areas for reform. Creative Education, 6, 1158–1167. https://doi.org/10.4236/ce.2015.611114

    Article  Google Scholar 

  • Al-hano, I. A. (2006). Representations of learning disabilities in Saudi Arabian elementary schools: A grounded theory study (Unpublished doctoral dissertation). University of Wisconsin-Madison

  • Alharbi, A., & Madhesh, A. (2017). Inclusive education and policy in Saudi Arabia. International Scholars Journal, 5(2), 946–956.

    Google Scholar 

  • Al-Herz, M. M. (2008). Achievement of goals of the individualized education program (IEP) for students with mental retardation and related difficulties. (Unpublished master‘s thesis). King Saud University

  • Almalki, N., & Abaoud, A. (2015). Response to intervention for young children with mild, Moderate/Severe cognitive disabilities: Literature review. Journal of International Education Research (JIER), 11(1), 63–70.

    Article  Google Scholar 

  • Almedlij, M. A., & Rubinstein-Ávila, E. B. (2018). The development of LD education in Saudi Arabia: services and implications for the future. International Journal of Modern Education Studies, 2(2), 83–96.

    Article  Google Scholar 

  • Al-Mousa, N. (1999). Development process of special education in Saudi Arabia. Directorate General of Special Education in Saudi Arabia.

    Google Scholar 

  • Al-Mousa, N. A. (2010). The experience of the Kingdom of Saudi Arabia in Mainstreaming Students with Special Educational Needs in Public Schools. The Arab Bureau of Education for the Gulf States.

    Google Scholar 

  • Al-Nahdi, G. H. (2007). The application of the procedures and standards of assessment and diagnosis in mental education institutes and programs as regards regulatory principles of special education institutes and programs in Saudi Arabia (Unpublished Master’s thesis). King Saud University

  • Alnaim, F. (2015). Learning disabilities concept and identification: primary teachers’ perspectives in Saudi Arabia. International Journal of Social Sciences and Humanity Studies, 5(12), 1040–1044.

    Google Scholar 

  • Alkhateeb, J. M., Hadidi, M. S., & Alkhateeb, A. J. (2016). Inclusion of children with developmental disabilities in Arab countries: A review of the research literature from 1990 to 2014. Research in Developmental Disabilities, 50(1), 60–75.

    Article  Google Scholar 

  • Alotaibi, F., & Almalki, N. (2016). Saudi teachers’ perceptions of ICT implementation for students with autism spectrum disorder at mainstream schools. Journal of Education and Practice, 7(5), 116–136.

    Google Scholar 

  • Alquraini, T. (2010). Special education in Saudi Arabia: Challenges, perspectives, future possibilities. International Journal of Special Education, 26(2), 149–159.

    Google Scholar 

  • Alquraini, T. A. (2011). Teachers’ Perspectives of Inclusion of the Students with Severe Disabilities in Elementary Schools in Saudi Arabia. (Unpublished doctoral dissertation). Ohio University

  • Alquraini, T. A. (2012). Factors related to teachers’ attitudes towards the inclusive education of students with severe intellectual disabilities in Riyadh, Saudi. Journal of Research in Special Educational Needs, 12(3), 170–182. https://doi.org/10.1111/j.1471-3802.2012.01248.x

    Article  Google Scholar 

  • Alquraini, T. A. S., & Rao, S. M. (2017). 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

    Article  Google Scholar 

  • Alquraini, T. A., & Rao, S. M. (2018). Assessing teachers’ knowledge, readiness, and needs to implement universal design for learning in classrooms in Saudi Arabia. International Journal of Inclusive Education, 22(1), 1–12. https://doi.org/10.1080/13603116.2018.1452298

    Article  Google Scholar 

  • Alrubaian, A. A. (2014). General education teachers' attitudes, knowledge, and strategies related to teaching students with learning disabilities in saudi Arabia (Order No. 3684748). Available from Education Database; ProQuest Dissertations & Theses Global. (1660972265). Retrieved from https://unco.idm.oclc.org/login?url=https://search-proquest-com.unco.idm.oclc.org/docview/1660972265?accountid=12832

  • Alruwaili, H. R. (2016). Obstacles of special education services for students with intellectual disabilities in Saudi Arabia: Future directions. American Research Journal of Humanities and Social Sciences, 2, 1–5.

    Google Scholar 

  • Al- Sulaiman, M., & Banerjee, R. (2011). Using formal assessments along with response to intervention for students with learning disability in Saudi Arabia. Childhood Care and Development Journal, 9(1), 3–27. https://doi.org/10.21608/chjd.2011.219751

    Article  Google Scholar 

  • Ashencaen Crabtree, S., & Williams, R. (2013). Ethical implications for research into inclusive education in Arab societies: Reflections on the politicization of the personalized research experience. International Social Work, 56(2), 148–161. https://doi.org/10.1177/0020872811416486

    Article  Google Scholar 

  • Alzahrani, T. K. (2019). Examining reading-related teacher education among teachers of students with learning disabilities in Saudi Arabia (Order No. 13806749). Available from ProQuest Dissertations & Theses Global. (2282104570).

  • Al-Zoubi, S. M., & Abdel Rahman, M. S. (2016). Mainstreaming in kingdom of Saudi Arabia: Obstacles facing learning disabilities resource room. Journal of Studies in Education., 6(1), 37–55. https://doi.org/10.5296/jse.v6i1.8800

    Article  Google Scholar 

  • Baldwin, L., Omdal, S. N., & Pereles, D. (2015). Beyond stereotypes: Understanding, recognizing, and working with twice-exceptional learners. Teaching Exceptional Children, 47(4), 216–225. https://doi.org/10.1177/0040059915569361

    Article  Google Scholar 

  • Barnett, D. W., Daly, E. J., Jones, K. M., & Lentz, F. E. (2004). Response to intervention: Empirically based special service decisions from single-case designs of increasing and decreasing intensity. The Journal of Special Education, 38(2), 66–79. https://doi.org/10.1177/00224669040380020101

    Article  Google Scholar 

  • Batsche, G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski, J. F., Prasse, D., Schrag, J., & Tilly, W. D. (2006). Response to intervention: Policy considerations and implementation. National Association of State Directors of Special Education Inc.

    Google Scholar 

  • Bin Battal, Z. (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

    Article  Google Scholar 

  • Danielson, L., Doolittle, J., & Bradley, R. (2007). Professional development, capacity building, and research needs: Critical issues for response to intervention implementation. School Psychology Review, 36(4), 632.

    Article  Google Scholar 

  • Department of Educational Training and Scholarship. (2018). Retrieved from https://edu.moe.gov.sa/Riyadh/Departments/AffairsEducationalAssistant/EducationalTraining/pages/default.aspx

  • Dorn, L., & Shubert, B. (2008). A Comprehensive intervention model for preventing reading failure: A response to intervention process. Journal of Reading Recovery, 7(2), 29–41.

    Google Scholar 

  • Every Student Succeeds Act, 20 U.S.C. § 6301 (2015). https://www.congress.gov/bill/114th-congress/senate-bill/1177

  • Fletcher, J., & Vaughn, S. (2009). Response to intervention: Preventing and remediating Academic Difficulties. Child Development Perspectives, 3, 30–37. https://doi.org/10.1111/j.1750-8606.2008.00072.x

    Article  Google Scholar 

  • Fuchs, D., & Deshler, D. D. (2007). What we need to know about responsiveness to intervention (and shouldn’t be afraid to ask). Learning Disabilities Research & Practice, 22(2), 129–136. https://doi.org/10.1111/j.1540-5826.2007.00237

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • 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 & Practice, 18(3), 157–171. https://doi.org/10.1111/1540-5826.00072

    Article  Google Scholar 

  • Fuchs, L. S., Fuchs, D., & Compton, D. L. (2010). Rethinking response to intervention at middle and high school. School Psychology Review, 39(1), 22–28. https://doi.org/10.1080/02796015.2010.12087787

    Article  Google Scholar 

  • Fuchs, L. S., & Vaughn, S. (2012). Responsiveness-to-Intervention: A decade later. Journal of Learning Disabilities, 45(3), 195–203.

    Article  Google Scholar 

  • General Authority for Statistics. (2017). Disability survey, year 2016/2017. (Report 2-015) Retrieved from https://www.stats.gov.sa/sites/default/files/disability_survey_2017_ar.pdf

  • Habib, Y. A. (2006). Achievements of the Ministry of Education in the Kingdom of Saudi Arabia. Paper presented in the International Conference on Learning Difficulties in Riyadh, General Administration for Special Education, Ministry of Education.

  • Harcourt assessment secures Maryland bid. (2005). Wireless News. Retrieved from https://unco.idm.oclc.org/login?url=https://search-proquest-com.unco.idm.oclc.org/docview/209958594?accountid=12832

  • Harris-Murri, N., King, K., & Rostenberg, D. (2006). Reducing disproportionate minority representation in special education programs for students with emotional disturbances: Toward a culturally responsive response to intervention model. Education and Treatment of Children, 29(4), 779–799.

    Google Scholar 

  • Hazelkorn, M., Bucholz, J. L., Goodman, J. I., Duffy, M. L., & Brady, M. P. (2010). Response to intervention: General or special education? who is responsible? The Educational Forum, 75(1), 17–25. https://doi.org/10.1080/00131725.2010.528552

    Article  Google Scholar 

  • Hughes, C. A., & Dexter, D. D. (2011). Response to intervention: A research-based summary. Theory into Practice, 50(1), 4–11.

    Article  Google Scholar 

  • Hussain, O. A. (2009). Evaluation of preparation program for teachers specializing in learning disabilities in Saudi Arabia (Unpublished doctoral dissertation). University of New Mexico Albuquerque, New Mexico

  • Kavale, K. A., & Spaulding, L. S. (2008). Is response to intervention good policy for specific learning disability? Learning Disabilities Research & Practice, 23(4), 169–179. https://doi.org/10.1111/j.1540-5826.2008.00274.x

    Article  Google Scholar 

  • Lavan, A., Reiter, S., & Heiman, T. (2019). Educational involvement of parents of mainstreamed special needs children. Contemporary School Psychology, 23(4), 401–411. https://doi.org/10.1007/s40688-018-0202-1

    Article  Google Scholar 

  • Leyser, Y., & Romi, S. (2008). Religion and attitudes of college preservice teachers towards students with disabilities: Implications for higher education. Higher Education, 55(6), 703–717.

    Article  Google Scholar 

  • McFarland, J., Hussar, B., Zhang, J., Wang, X., Wang, K., Hein, S., Diliberti, M., Forrest Cataldi, E., Bullock Mann, F., and Barmer, A. (2019, May). Report on the condition of education 2019 (NCES No. 2019-144). National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.Asp?Pubid=2019144

  • Mellard, D. F., Stern, A., & Woods, K. (2011). RTI school-based practices and evidence-based models. Focus on Exceptional Children, 43(6), 1–15.

    Article  Google Scholar 

  • Ministry of Education of Saudi Arabia. (2001). Regulations of special education programs and Institutes of Saudi Arabia. Retrieved from http://www.se.gove.sa/rules/se_rules/index.htm

  • Ministry of Education of Saudi Arabia. (2015). Guide of learning disabilities teachers. Retrieved from https://departments.moe.gov.sa/EducationAgency/RelatedDepartments/boysSpecialEducation/Documents/Teacher%20learning%20disabilities%20guide.pdf

  • Ministry of Education of Saudi Arabia. (2020).Learning disabilities department.. Retrieved from https://departments.moe.gov.sa/EducationAgency/RelatedDepartments/boysSpecialEducation/The%20departments/Learning%20Disability%20Management/Pages/default.aspx

  • Murawski, W. W., & Hughes, C. E. (2009). Response to intervention, collaboration, and co-teaching: A logical combination for successful systemic change. Preventing School Failure, 53(4), 267–277. https://doi.org/10.3200/PSFL.53.4.267-277

    Article  Google Scholar 

  • Murry, F. R., & Alqahtani, R. M. A. (2015). Teaching special education Law in Saudi Arabia: Improving pre-service teacher education and services to students with disabilities. World Journal of Education, 5(6), 57.

    Article  Google Scholar 

  • Musti-Rao, S., Hawkins, R. O., & Tan, C. (2011). A practitioner’s guide to consultation and problem solving in inclusive settings. Teaching Exceptional Children, 44(1), 18–26. https://doi.org/10.1177/004005991104400103

    Article  Google Scholar 

  • O’conner, E. A., Briggs, C., & Forbes, S. (2013). Response to intervention: Following three children on their individual paths to becoming literate. Early Education and Development, 24(2), 79–97.

    Article  Google Scholar 

  • Park, M., Dimitrov, D. M., Das, A., & Gichuru, M. (2016). The teacher efficacy for inclusive practices (TEIP) scale: Dimensionality and factor structure. Journal of Research in Special Educational Needs, 16(1), 2–12. https://doi.org/10.1111/1471-3802.12047

    Article  Google Scholar 

  • Pytlowana, A., & Stenfert Kroese, B.2021 What are the experiences of professionals working with parents with learning disabilities? A Meta-Ethnography. Tizard Learning Disability Review, 26(1), 14–27. https://doi.org/10.1108/TLDR-06-2020-0012

    Article  Google Scholar 

  • Salih, F. A., & Al-Kandari, H. Y. (2007). Effect of a disability course on prospective educators’ attitudes toward individuals with mental retardation. Digest of Middle East Studies, 16(1), 2–29.

    Article  Google Scholar 

  • TASH. (2014). Dispelling the myths of inclusive education. Retrieved from https://tash.org/wpcontent/uploads/2015/04/Myths-of-IE.pdf

  • The National Association of State directors of Special Education. (2006). Multi-tier system of supports. Retrieved from https://www.nasdse.org/Projects/ResponsetoInterventionRtIProject/tabid/411/Default.aspx

  • The National Center for Learning Disabilities. (2020). What is RTI? Retrieved from http://www.rtinetwork.org/learn/what/whatisrti

  • The National Center on Response to Intervention. (2010). Essential components of RTI – a closer look at response to intervention. Retrieved from https://rti4success.org/sites/default/files/rtiessentialcomponents_042710.pdf

  • The National Research Center on Learning Disabilities. (2007). How can early intervening services and responsiveness to intervention work together? [Brochure]. Lawrence, KS: Author.

  • United Nation. (2021). Education policies, planning and financing. UNESCO. https://en.unesco.org/themes/education-policy-planning

  • Waitoller, F. R., & Artiles, A. J. (2013). A decade of professional development research for inclusive education: A critical review and notes for a research program. Review of Educational Research, 83(3), 319–356. https://doi.org/10.3102/0034654313483905

    Article  Google Scholar 

  • Wehmeyer, M. L. (2006). Universal design for learning, access to the general education curriculum and students with mild mental retardation. Exceptionality, 14(4), 225–235. https://doi.org/10.1207/s15327035ex1404_4

    Article  Google Scholar 

Download references

Funding

Not applicable.

Author information

Authors and Affiliations

  1. Department of Special Education, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia

    Aeshah Alsarawi

Authors
  1. Aeshah Alsarawi
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

Not applicable.

Corresponding author

Correspondence to Aeshah Alsarawi.

Ethics declarations

Conflict of interest

I do not have any interests that might be interpreted as influencing the paper. I followed APA ethical standards in writing this manuscript.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Alsarawi, A. 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, 95–124 (2023). https://doi.org/10.1007/s10780-022-09485-1

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10780-022-09485-1

Keywords

Search

Navigation