Abstract
<p class="apa">This study aims at finding out the parents’ level of satisfaction with the integration of their daughters with learning disabilities in regular schools in Riyadh, Saudi Arabia. The study sample consisted of 283 parents of female students. The instrument of data collection was a questionnaire consisting of 59 items for 10 domains. The study results indicated that the services provided by the resources rooms in regular schools gained the highest parents’ satisfaction, followed by the services related to the means and methods used by the resources room’s teacher. However, the extracurricular services gained the lowest level of parents’ satisfaction. In light of the results of the current study, a number of pedagogical implications can be presented to decision makers to improve the resources room which leads to an increase of the satisfaction level of female learning disabilities’ parents with their kids’ integration in regular schools in Riyadh, Saudi Arabia.</p>
Highlights
Introduction and BackgroundChildren with Learning Disabilities (LD) need to receive Special Education Services as their counterparts in other categories due to the difficulties facing them in learning various academic skills within the regular classroom
This study aims at evaluating the extent of satisfaction of the parents of female students with learning disabilities with the services offered to their daughters in the resources rooms in regular schools of Riyadh, Saudi Arabia
The results indicate that the parents in the present study are satisfied with five of the preparation of an individual educational plan services provided by the resources rooms to their children with learning disabilities, which are represented by statements 22, 21, 23, 25, and 24
Summary
Children with Learning Disabilities (LD) need to receive Special Education Services as their counterparts in other categories due to the difficulties facing them in learning various academic skills within the regular classroom. These difficulties often render the students unable to benefit from the activities and experiences provided in the classroom, in spite of possessing appropriate mental abilities which qualify them to continue and benefit from their education in various aspects of life (Awwad & Al-Imam, 2007). The definition does not include the learning difficulties resulting from visual, motor, auditory, or mental disabilities, emotional disorders, or economic, environmental, and cultural deprivation
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