An investigation of educational provision for students with learning disabilities (LD)/ dyslexia in primary schools in Saudi Arabia: an ethnographic case study

Abstract

Even though the first verse in the Holy Quran says explicitly “Read”, each year there are thousands of children in Saudi Arabia who fail to achieve their potential in education due to difficulties in reading, writing and spelling. This study investigates educational provision for learner with literacy skills difficulties in primary schools in Saudi Arabia. It further investigates participants’ perceptions towards the concept of dyslexia as a type of learning disability. This study is significant in the sense that it offers a unique educational perspective on this subject area as it will contribute to improving understanding of educational practices for students with LD/dyslexia in settings of spoken and written Arabic with a view to enhancing academic progress of the individuals with LD/dyslexia. Using an ethnographic case study approach, data have been collected from school staff, academic staff of University, student with LD/dyslexia and their parents. Semi-structured interviews, documents analysis and observations have been used as the principal methods of data collection. Data is being analysed using thematic analysis in order to interpret the relationship between the participants around the policy provision and practices that shape educational experiences of learners with LD/dyslexia in primary schools in Saudi Arabia.