Challenges of diagnosing learning disabilities students in primary grades in Ha’il region

Abstract

This study aimed to identify the challenges involved in diagnosing primary grades students with learning disabilities in the Ha’il region. The study’s sample consisted of 117 male and female primary grades teachers in public schools in the Ha’il region in the 2023- 24 academic year. Participants were selected through a purposive sampling method with defined quotas for gender, educational background, and years of teaching experience. The study followed the descriptive analytical approach. A quantitative questionnaire was developed to study the challenges of diagnosing students with learning disabilities in primary grades in the Ha’il region in three areas: The extent to which primary grades training programs prepared participants to work with students with learning disabilities, the extent to which participants experienced challenges with administrators in the process of advocating for students, and the extent to which participants experienced sociocultural barriers to assisting students with learning disabilities        

The results of data analysis indicated that participants experienced a high degree of challenge in diagnosing students with learning disabilities due to a lack of experience stemming from gaps in instruction and due to pervasive sociocultural gaps. Obstacles stemming from administrative issues were moderately challenging. The results showed that males experienced fewer logistical challenges to conducting diagnoses than did females, but that there were no statistically significant differences in terms of educational qualification and teaching experience.

The researchers recommended including additional courses on learning disabilities in the professional educational plans of the primary grades teacher specialization. In-service training programs for primary grades teachers should also include courses on learning disabilities to raise teaching candidates’ knowledge and awareness of related concepts. A database of student results should be built across grades and educational stages to track students who may have learning disabilities. Cooperation between the parties working within the educational process should be optimized to ensure the quality of special education programs. Parents' awareness of learning disabilities should also be raised in order to optimize collaboration.