| dc.description.abstract | Where inclusion is still at an early stage (Alqahtani, 2021), little is known about how students with learning disabilities are supported and included in Saudi public universities. This study using a sequential mixed methods design and Bronfenbrenner's Ecological Systems Theory, sought to investigate the provision of reasonable adjustments to students with learning disabilities in Saudi public universities and identify facilitators and barriers to implementation. The study involved two phases of data collection, both numerical and narrative. In phase one, 178 faculty members and 44 disability centres/unit staff completed two online questionnaires. Phase two involved 20 qualitative online interviews (eight faculty members, seven staff members at disability centres/units, and five identified and registered students with learning disabilities). The data analysis and theoretical framework showed that although some adjustments related to teaching, learning, and assessments were available in some Saudi public universities, this availability was challenged by different factors related to faculty members, staff members, disability centres/units, policy, Saudi public universities and Saudi societal beliefs. The study found at the first level of the Ecological Systems that some Saudi public universities (as the immediate learning environment of students with learning disabilities) did not recognise this disability group making it difficult for students with learning disabilities to access support in their universities. Also, at this level, it has been found that there was a poor relationship between faculty, staff, and their universities, as well as a lack of understanding of the concept of reasonable adjustments. In addition, the study discovered that limited resources at the Exo-system and Macro-system hampered the provision of reasonable adjustments and 3
denied students with learning disabilities access to these services at Saudi public universities. For example, resources and capacity at Saudi public universities (the Exo-system) e.g., disability centres/units, staff, expert staff in learning disabilities, training, funds and policy were inadequate. Also, the Saudi Ministry of Education’s capacity and resources (the Macro-system) in terms of higher education policy, diagnosis and transition plans were limited resulting in difficulties in implementing reasonable adjustments and access of students with learning disabilities to this provision at Saudi public universities. Nevertheless, the study found that the broader sociocultural beliefs at the Macro-system often influenced understandings of learning disabilities (e.g., ideas about ‘normality’) and the concept of reasonable adjustments (often seen as being about ‘sympathy’), the availability of the provision of reasonable adjustments, the recognition/identification of learning disabilities, and the establishment of disability centres/units in Saudi higher education. This result had important implications and recommendations for various stockholders, including policymakers, Saudi public universities, the Ministry of Education, students with learning disabilities, and Saudi society. For example, policymakers must ensure that there is a reasonable adjustment policy in place to guide the implementation. Saudi public universities and the Ministry of Education would increase their capacity and resources to improve implementation and access for students with learning disabilities to reasonable adjustments. Saudi society must also reconsider people with disabilities as capable learners deserving equal opportunities rather than sympathy. Taking these implications and recommendations into account would improve the availability and accessibility of the provision of reasonable adjustments at Saudi public universities. | en_GB |
