Education Of Students With Learning Disabilities In Saudi Higher Education Institutions From The Perspective Of Teachers And Faculty Members

Abstract

The number of students with learning disabilities (LD) enrolling in higher education institutions (HEIs) is still unsatisfactory, even though Saudi disability law mandates that HEIs ensure their access to high-quality educational opportunities. This study aimed to explore the attitudes of teachers of students with LD and special education faculty members towards the right of students with LD to education in HEIs, identifying the challenges they face and setting proposals for promoting the empowerment of students with LD in HEIs. The descriptive analytical approach was used by administering a three-axis questionnaire to a random sample (n = 284): 92 faculty members and 172 teachers. The first axis measures the subjects' attitudes towards educating students with LD in HEIs, the second investigates challenges they face, and the third identifies proposals for empowering students with LD in HEIs. Findings demonstrated that participants had positive attitudes towards supporting the education of students with LD in HEIs. However, participants’ attitudes toward educating students with LD in HEIs differ significantly by gender (female) and occupation (faculty member). The findings also revealed significant differences in the participants' responses about the challenges students with LD face in HEIs attributed to years of experience favouring experience (11–15) years. The researcher recommended accommodating students with LD in higher education institutions and providing additional support services.