Scholarlink

Background/aims <p>The COVID-19 pandemic, exacerbated educational inequities for children with learning disabilities (LD), intensifying physical, psychological, and pedagogical vulnerabilities. As schools reopened, educators faced new challenges, balancing health risks with the imperative to provide equitable, inclusive learning supports. This study examines the perceptions of Saudi Arabian special education teachers in addressing the needs of students with learning disabilities during crises, offering insights into systemic resilience in education.</p> Method <p>A quantitative cross-sectional survey design was employed, collecting data from 114 special education teachers across the Najran region of Saudi Arabia. Participants were assessed on crisis-responsive teaching practices, institutional support structures, and professional development needs. Data were analyzed using descriptive statistics (frequencies, percentages, means, standard deviations).</p> Results <p>The study showed critical factors emerged as determinants of crisis-resilient education. 95% of teachers reported positive school learning environment, while 87% emphasized the importance of community and parents’ partnership. Also, 86.6% of teachers highlighted the need to modify the curriculum and teaching methods to address diverse learning disabilities needs. Lastly, 90.2% of teachers expressed a demand for teacher support in crisis-responsive teaching strategies.</p> Conclusion <p>The findings highlight the necessity of embedding systemic resilience into educational policy and practice to ensure equitable learning opportunities for students with LD during disruptions. The study contributes to international discourse on inclusive education by proposing actionable strategies for sustainable, crisis-responsive teaching. The study concludes with actionable policy recommendations for Saudi Arabia and broader implications for building crisis-resilient, inclusive educational systems worldwide Limitations, including regional sampling, are discussed alongside recommendations for global educational stakeholders.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Building resilient schools for students with learning disabilities: lessons from pandemic-era teacher preparedness in Saudi Arabia

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月24日

查看全文
  • Turki Mahdi Alqarni

摘要

Background/aims

The COVID-19 pandemic, exacerbated educational inequities for children with learning disabilities (LD), intensifying physical, psychological, and pedagogical vulnerabilities. As schools reopened, educators faced new challenges, balancing health risks with the imperative to provide equitable, inclusive learning supports. This study examines the perceptions of Saudi Arabian special education teachers in addressing the needs of students with learning disabilities during crises, offering insights into systemic resilience in education.

Method

A quantitative cross-sectional survey design was employed, collecting data from 114 special education teachers across the Najran region of Saudi Arabia. Participants were assessed on crisis-responsive teaching practices, institutional support structures, and professional development needs. Data were analyzed using descriptive statistics (frequencies, percentages, means, standard deviations).

Results

The study showed critical factors emerged as determinants of crisis-resilient education. 95% of teachers reported positive school learning environment, while 87% emphasized the importance of community and parents’ partnership. Also, 86.6% of teachers highlighted the need to modify the curriculum and teaching methods to address diverse learning disabilities needs. Lastly, 90.2% of teachers expressed a demand for teacher support in crisis-responsive teaching strategies.

Conclusion

The findings highlight the necessity of embedding systemic resilience into educational policy and practice to ensure equitable learning opportunities for students with LD during disruptions. The study contributes to international discourse on inclusive education by proposing actionable strategies for sustainable, crisis-responsive teaching. The study concludes with actionable policy recommendations for Saudi Arabia and broader implications for building crisis-resilient, inclusive educational systems worldwide Limitations, including regional sampling, are discussed alongside recommendations for global educational stakeholders.