School Administrations’ support for Learning Disabilities programs in General Education Schools from the Perspective of Resource Rooms’ Teachers in Light of Inclusive Education’s Requirements

The study aimed to identify the extent of (a) Cognitive/Scientific; (b) Material/Logistical; and (c) Psychological/Social support provided by school administrations to learning disabilities (LD) teachers from their perspectives, in light of the requirements of inclusive education, at Hail region in the Kingdom of Saudi Arabia. This survey study utilized the questionnaire for data collection, and the sample included male and female teachers of students with LD (n=61). The findings revealed that the level of Psychological/Social support provided by school administrations was the highest, rated as “high.” This was followed by Material/Logistical support, rated as “moderate,” while Cognitive/Scientific support was the lowest, also rated as “moderate.” The findings also indicated statistically significant differences in teachers’ responses regarding the level of support based on gender, in favor of male teachers. However, no statistically significant differences were found based on the variables of years of experience, academic qualification, or attending training courses in LD. The study recommended the necessity of integration efforts between school principals, LD teachers, and other team members in the schools to enhance educational practices. This should be achieved through the provision of in-service training programs, tailored to the training needs of all educators, in alignment with the requirements of inclusive education.