Affiliations:
Department of Special Education, College of Education, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
Curriculum adaptation of objectives and content plays an important role in improving the academic performance of students with learning disabilities and in achieving specific educational outcomes. Therefore, this study aims to examine the obstacles to adapting curriculum objectives and content from teachers’ perspectives. It also investigates whether there are significant differences in teachers’ views of these obstacles according to their years of experience, academic degree, and gender. The study adopts a descriptive survey method. A structured questionnaire was developed to collect data from a sample of 299 teachers working in public schools that offer learning disability programs in Riyadh, Saudi Arabia. The participants were selected using simple random sampling. The results indicate that teachers face several major obstacles in adapting curriculum objectives and content for students with learning disabilities. These obstacles were rated at a high level, with a mean score of 3.61 for curriculum objectives and 3.75 for curriculum content. The findings also show statistically significant differences in teachers’ responses based on years of experience, in favor of teachers with fewer years of experience. However, no statistically significant differences were found based on academic degree or gender.
Adaptation, Objectives, Content, Curriculum, Learning disabilities
https://doi.org/10.21833/ijaas.2026.02.018
Eltantawy, M. M., Alsudairy, N. A., & Aljihani, S. H. (2026). Obstacles to the adaptation of curriculum objectives and content for students with learning disabilities in Saudi Arabia. International Journal of Advanced and Applied Sciences, 13(2), 178–185. https://doi.org/10.21833/ijaas.2026.02.018