THE KNOWLEDGE AND ATTITUDES TOWARD STUDENTS WITH LEARNING DISABILITY OF FACULTY MEMBERS IN A SAUDI UNIVERSITY

Abstract

There is not adequate support for learning disabled students in Saudi Arabia higher education institutions. Researchers of learning disabilities in higher education have found that professors’ attitudes towards students with learning disabilities, knowledge of the legal rights of students with learning disabilities, and understanding of the needs of students with learning disabilities all impact how such students perform in the academic realm. In this study, the researcher sought to explore two research questions: 1.) What is Saudi university faculty members’ knowledge of the rights and needs of undergraduate students who have learning disabilities?, and 2.) What are Saudi university faculty members’ attitudes and perceptions toward undergraduate students who have learning disabilities? To answer this question, the researcher used a mixed-method approach which involved conducting statistical analyses on the results of a survey sent out to 152 instructional faculty members at a large Saudi university and conducting semi-structured interviews with six different faculty members at the same university. Quantitative analysis revealed that there were statistically significant differences between certain demographic groups of participants’ familiarities with legal regulations pertinent to students with learning disabilities, knowledge of campus rules governing students with learning disabilities, and personal opinions of students with learning disabilities. Qualitative analysis revealed that many participants had limited understanding of what learning disabilities were and had limited experiences working with students with learning disabilities, but were supportive of them in their academic endeavors. Saudi universities must provide additional training to accommodate such students.