Teachers’ Perceptions of the Application of Dyslexia-Friendly Schools in Saudi Arabia

Abstract

This study contributes to the exploration of the most promising practices for dyslexic students in overcoming difficulties. In this study, I investigate teachers’ views regarding the instillation of dyslexia-friendly schools (DFS) in Saudi Arabia. I use the qualitative approach through semi-structured interviews. The sample addressed eleven teachers who specialized in learning disabilities (LD) in public schools. The results showed generally positive attitudes toward DFS. However, there were differing views regarding the possibility of currently applying this model. Different reasons for this view were given, such as the lack of appropriate conditions (e.g., funds, time and awareness) for applying DFS’ criteria. Some implementation challenges, however, seemed surmountable. Different suggestions were proposed to help schools become friendly for dyslexic students, such as developing school environments by providing the necessary support and providing appropriate training for teachers besides the planning offered by the school administration. In light of these results, I recommend the implementation of DFS in some model schools in Saudi Arabia in addition to studying the results and effects of such a practice.

Received: 1 November 2022 / Accepted: 26 December 2022 / Published: 5 January 2023