THE RELATIONSHIP BETWEEN STUDENTS’ SELF-DETERMINATION, PARENTAL INVOLVEMENT, SPECIAL EDUCATION TEACHERS' SUPPORT AND COLLEGE AND CAREER READINESS AMONG STUDENTS WITH LEARNING DISABILITIES

Abstract

The education system in Saudi Arabia has made commendable progress in enhancing educational opportunities for students with learning disabilities (SLDs) in primary and secondary schools. However, there remains a significant gap in the literature regarding the psychological and social aspects of education for secondary school SLD. This study aimed to investigate the interplay between self-determination (SD), parental involvement (PI), special education teachers' support (SETS), and college and career readiness (CCR) among students with learning disabilities in secondary schools in Riyadh. Additionally, the study aimed to explore the relationship between PI and SLD's CCR, investigate any gender differences in the aforementioned variables among SLD, examine the mediating role of SETS on the relationship between PI, SD, and CCR, and explore the moderating effects of SLD's gender on the association between SD and CCR. Employing a quantitative survey design, the study utilized three questionnaires targeted at SLD, their parents, and special education teachers. The cluster sampling technique was employed to select a representative sample of 256 SLDs, 256 parents and 63 special education teachers. The results revealed that both SLD and special education teachers demonstrated a higher level of self-determination and SETS than parents. However, no significant positive correlation was found between PI and SLD's CCR. Moreover, the path coefficient between SLD's SD and SETS was not statistically significant (β = 0.171; t < 1.96; p > 0.05), while a significant difference was observed between PI and SETS (β = 0.749; t > 1.96; p < 0.05). Additionally, the study found that SETS played a mediating role in the relationship between PI and SLD's CCR. Furthermore, the gender of SLD was identified as a moderator in the relationship between SD and CCR among this group. Based on the findings, the study emphasizes the importance of fostering self-determination, parental involvement, and special education teachers' support to enhance college and career readiness among secondary school SLD in Riyadh. The results offer a comprehensive CCR model tailored for this specific student population, which could serve as a valuable reference for future research and as a guide to improve education on college and career readiness for students with learning disabilities in Saudi Arabia.