Hassan’s Three Minute Thesis
Perspectives of Instructional Coaches in Saudi Arabia About the Current Model to Identify Students with Learning Disabilities
Learning disabilities (LD) represent a hidden disability and could be easily misidentified. In Saudi Arabia, the current methodologies for identifying students with LD have been criticized for their inaccuracy. An alternative solution proposed is the implementation of the Multi-Tiered System of Support (MTSS), which offers an early identification, intervention, and progress monitoring approach to assist students in enhancing their skills. This study used semi-structured interviews with 12 LD instructional coaches in Saudi Arabia to explore their perspectives on the efficacy of the current identification methods, the potential of MTSS as an alternative, and the obstacles faced in adopting MTSS within the Saudi educational context. Findings revealed concerns regarding the accuracy and effectiveness of the current method while indicating a positive perspective toward transitioning to MTSS. Despite the instructional coaches’ readiness to adopt MTSS, several challenges such as a lack of specialists, time, effort, and the need for training for teachers were identified as significant barriers to its implementation.
Hassan Alwadei is a Ph.D. candidate in the Special Education Program at Washington State University. He holds a BA in Special Education (Learning Disability) and an MA in Special Education with a focus on inclusion from the University of Akron. Hassan is currently focused on the Multi-tier System of Support in his Ph.D. studies