Ayesha Abdulrahman Alnajar
Assistant Professor, Department of Special Education, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia
This research aimed to identify statistically significant impacts of (1) family, (2) teaching skills, (3) spatial equipment and diagnostics, (4) student-related, and (5) school leadership challenges in diagnosing students with learning disabilities. This study adopted a descriptive analytical approach. The research sample was selected using a purposive sampling method and comprised 374 male and female teachers working in public education schools in the Kingdom of Saudi Arabia, who had experience dealing with students with learning disabilities. Data were collected using a questionnaire. Results showed that all five dimensions recorded moderate response levels. Professional development for school administrators, early screening for the students’ learning disabilities, teacher training, validated instruments, open communication, and student counseling are recommended to prevent misdiagnosis and build trust.
