Author Information
Hana Omar, United Arab Emirates University, United Arab EmiratesAbstract
This study investigates the challenges professionals encounter in identifying Specific Learning Disabilities (SLD) within the educational context of the United Arab Emirates (UAE) using a convergent mixed-methods design. The qualitative phase involved semi-structured interviews with six professionals (e.g., teachers, special educators, and psychologists), analyzed through thematic analysis. The quantitative phase examined survey data from 96 randomly sampled professionals across UAE schools, applying descriptive statistics to explore trends and associations.
Findings revealed several interrelated challenges to accurate SLD identification, including time constraints, fairness in nomination procedures, insufficient psychological support, excessive testing demands, and the limited contextual relevance of assessment tools. Interview data highlighted delays in student nominations, protracted procedures, and inadequate psychological resources. At the same time, survey results confirmed these issues by showing associations between prolonged assessments and time pressures, as well as between fairness, collaboration, and psychological support, and practitioner awareness.
Together, the qualitative and quantitative findings converge to demonstrate that systemic inefficiencies and resource limitations not only delay the identification process but also reduce opportunities for collaborative and responsive practices. By situating these issues within the UAE context, marked by rapid educational reforms and highly diverse student populations, the study contributes context-specific evidence to the international literature, which has largely focused on Western systems.
The results highlight the need for streamlined assessment processes, contextually adapted tools, and stronger interdisciplinary collaboration to ensure timely and precise identification of SLDs. This integration underscores how mixed-methods research can provide a nuanced understanding of both systemic and practice-level barriers in special education.
Comments
Powered by WP LinkPress