Assessing Primary School Teachers’s Knowledge of Specific Learning Disabilities in the Kingdom of Saudi Arabia

Mogeda El Sayed El Keshky,Nsreen A Alahmadi

doi:10.5539/jedp.v9n1p9

Abstract

PURPOSE: Children with Learning disabilities require exceptional attention from family, their social circle and teachers. Because moral support and learning are initiated in the school environment by teachers (Padmavathi &amp; Lalitha, 2009), the aim of this study is to evaluate primary school teachers&rsquo; knowledge about special learning disabilities in the Kingdom of Saudi Arabia.  MATERIAL &amp; METHOD: A sample of 902 primary private and puplic school teachers from 78 schools across different regions of Saudi Arabia was selected using a convenience sampling technique. Teachers&rsquo; knowledge about learning disabilities was surveyed electronically using a structured knowledge 40-item questionnaire on learning disabilities. A descriptive and quantitative approach was used to assess their knowledge. SPSS v21 was used to analyze the data.  RESULTS: The study found that a majority of primary school teachers have average knowledge about specific learning disabilities. Consequently, teachers&rsquo; range of knowledge has statistically significant impact on their level of knowledge. The study correspondingly shows a significant relationship between levels of knowledge and socio-demographic variables, but no statistically significant difference in the knowledge level of male and female teachers regarding learning disabilities.  CONCLUSION: Teachers do not have adequate knowledge regarding learning disabilities, and do not know what should be done when facing such issue. Teachers&rsquo; knowledge about learning disabilities is insuficient, because their academic training did not include any courses about it. As a consequence, education lawmakers should arrange appropriate teacher training or structured learning programs regarding learning disability concepts, assessment, diagnosis and identification for such teachers.

Highlights

The absence of supportive legislation for people with disabilities in any society displays its lack of recognition of disability
Because moral support and learning are initiated in the school environment by teachers (Padmavathi & Lalitha, 2009), the aim of this study is to evaluate primary school teachers’ knowledge about special learning disabilities in the Kingdom of Saudi Arabia
Primary school teachers are deficient in knowledge and skill in spite of working with children with learning disabilities

Summary

Introduction

The absence of supportive legislation for people with disabilities in any society displays its lack of recognition of disability Such absence of supportive legislation raises concern about the protection and opportunities for individuals with disabilities, legislation alone is insufficient for changing the general public’s acceptance of people with disabilities. There is a need to enlighten the attitudes of individuals towards those with disablies. This can be best achieved by providing awareness about specific learning disabilities from primary schooling onwards (Ghimire, 2017). Recognition is important and can make a big difference to the child’s future, so teachers play a vital role in the early identification and appropriate guidance for families. Recognition is important and can make a big difference to the child’s future, so teachers play a vital role in the early identification and appropriate guidance for families. Karande, Bhosrekar, Kulkarni and Thakker (2008) found that primary teacher trainees should have adequate knowledge about specific learning disabilities for raising teacher competence

Objectives

Results

Conclusion