The purpose of this study was to provide an evaluation of the undergraduate special education teacher preparation program at King Saud University in Riyadh, Saudi Arabia. A final sample of 160 LD teachers provided the data used for analysis. Data for the study were collected by a survey consisting of five subscales: coursework, internship quality, classroom applications, professors teaching skills, and personal learning experience. Descriptive statistics were run to describe the personal characteristics of participants. ANOVA was used to determine whether the independent variables—gender, teaching experience, and/or LD as first choice of specialization—predicted the teachers' perceptions of their preparation program. There was no statistically significant difference in perceptions by predicted independent variables. In general, results indicated that most LD teachers agreed their preparation program was effective. However, LD teachers rated coursework and professors' teaching skills subscales as not effective. Althabet (2002) found a significant difference between male and female MR teachers while the current study did not find this significant difference. This is might be due to the improvement in the department since 2002 which now offers scholarships for females to get advanced degrees. This has equalized the differences in the teaching and training of female and male students. LD teachers offered their own suggestions for the improvement of their preparation program. Recommendations for teacher preparation programs and for future research are also provided.'
Teachers' Preparation Program, Learning Disabilities, Saudi Arabia, King Saud University
Level of Degree
First Committee Member (Chair)
Second Committee Member
Third Committee Member
Fourth Committee Member
Hussain, Omer. "EVALUATION OF PREPARATION PROGRAM FOR TEACHERS SPECIALIZING IN LEARNING DISABILITIES IN SAUDI ARABIA." (2010). http://digitalrepository.unm.edu/educ_spcd_etds/2