Barriers of Using a Participatory Writing Strategy in Developing Writing Skills for Students with Writing Disabilities from the Viewpoint of Learning Disability Teachers in the Kingdom of Bahrain

Abstract

This study aimed to identify obstacles when using a participatory writing strategy to develop the writing skills for those with writing disabilities from the viewpoint of teachers with learning disabilities in the Kingdom of Bahrain. The study sample consisted of 54 teachers and educational supervisors. The participants responded to a questionnaire to assess the level of the obstacles. The results showed a high level of obstacles in the participatory writing strategy related to the student. Comparing the three dimensions of these obstacles proved that the level of the knowledge obstacles was the highest, followed by the developmental obstacles, then, the emotional and behavioral obstacles. A high level of obstacles in the usage of a participatory writing strategy was related to the teacher. Comparing the three dimensions of these obstacles proved that the level of the professional efficiencies obstacles was the highest, followed by the obstacles of implementing activities, then, the obstacles related to the perceptions of the teachers with learning disabilities. Moreover, the results indicated non-significant differences attributed to years of experience, nature of the work, and the educational qualification from the teachers' viewpoints. The study recommended the necessity of training teachers on the participatory writing strategy. Keywords: Writing skills, writing disabilities, participatory writing strategy, learning disability teachers