Evaluating the Quality of Support Services for Students with Learning Difficulties: Perspectives of Resource Room Teachers in the Sultanate of Oman

This study investigates the quality-of-service provision offered by the Learning Difficulties Programs (LDPs) in Oman from the perspective of resource room teachers. Employing a descriptive approach, a sample of 329 teachers responded to a researcher-designed 49-item questionnaire, assessing six key domains: administrative and technical support, diagnosis and assessment procedures, family-school partnerships, curriculum and intervention programs, educational and technological aids, and behavior modification strategies. Results revealed that teachers held neutral perceptions regarding the overall quality of LDPs across most domains, except for the appropriateness of curriculum content for students with learning difficulties, which was rated positively. The study identified a lack of coordination among stakeholders, including enrolment committee members, LD teachers, and school administrators. Significant differences were observed in teachers’ perceptions based on academic qualifications and specializations: teachers with high diplomas rated family-school partnerships more positively, while special education teachers provided higher evaluations in family-school partnerships, curriculum and intervention programs, and behavior modification compared to general education teachers. The study recommends enhanced collaboration among stakeholders, targeted professional development for teachers, and tailored curriculum adjustments to improve the quality and effectiveness of LDPs in Oman.