Affiliations:
Department of Special Education, College of Education, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia
The adaptation of assessment and instructional materials within the curriculum is essential for improving the academic performance of students with learning disabilities and for achieving intended learning outcomes. This study aimed to examine teachers’ perceptions of the obstacles to adapting assessment and instructional materials for students with learning disabilities in the Kingdom of Saudi Arabia. It also investigated whether these perceptions differ according to teachers’ years of experience, educational qualifications, and gender. A descriptive survey method was employed, and data were collected through a questionnaire administered to 299 teachers working in public schools that offer learning disability programs. The participants were selected using simple random sampling. The results show that teachers face a high level of obstacles in adapting assessment and instructional materials. In addition, statistically significant differences were found based on years of experience, with less experienced teachers reporting greater challenges. However, no statistically significant differences were identified in relation to educational qualifications or gender. Based on these findings, the study recommends prioritizing and providing continuous in-service professional development for teachers.
Curriculum adaptation, Learning disabilities, Teacher perceptions, Instructional materials, Professional development
https://doi.org/10.21833/ijaas.2026.03.023
Alsudairy, N. A., Aljihani, S. H., & Eltantawy, M. M. (2026). Teachers’ perceptions of obstacles to adapting assessment and instructional materials for students with learning disabilities in mainstream education. International Journal of Advanced and Applied Sciences, 13(3), 224–233. https://doi.org/10.21833/ijaas.2026.03.023