EXAMINING READING-RELATED TEACHER EDUCATION AMONG GENERAL EDUCATION TEACHERS OF PRIMARY SCHOOL STUDENTS WITH LEARNING DISABILITIES IN TAIF, SAUDI ARABIA

Abstract

The education system of Saudi Arabia has made significant advances in expanding access to its general education through policies of inclusion, particularly through initiatives aligned with Vision 2030. In spite of these advances, the system still lacks an effective support structure for students with learning disabilities (LD) in general education classrooms, especially at the primary school level. Research on inclusive education indicates that teachers’ preparedness, encompassing their knowledge of evidence-based reading strategies, awareness of students’ needs, and capacity to implement appropriate strategies, directly enhances the academic outcomes of students with LD. In this study, the researcher investigated three central questions: 1. What professional development in reading do Saudi general education teachers of students with LD in primary schools report having undertaken? 2.) To what extent do Saudi general education teachers' university training and professional development in reading instruction relate to their implementation of evidence-based practices for students with LD in inclusive primary classrooms? and 3.) What are the perceptions of Saudi general education teachers toward evidence-based reading instruction for students with LD? To address these questions, a mixed-methods approach was employed, including a survey of 98 general education teachers in Taif and semi-structured interviews with six teachers from the same region. Quantitative analysis indicated that teachers received significantly more training in general reading than in LD-specific instruction, and that formal training did not predict the use of evidence-based strategies. Qualitative findings revealed that while teachers held positive perceptions of evidence-based reading strategies, structural barriers such as large class sizes, limited instructional time, and insufficient collaboration with special education professionals severely constrained implementation. The study concludes that there are both knowledge and application gaps between the Saudi inclusive education policy and classroom practice. To realise the goals of Vision 2030, urgent reforms are needed in teacher preparation, mandatory professional development, and classroom resource allocation.