Teacher’s Perspective on challenges and strategies in Teaching English Writing to Students with Learning Disabilities.
The study at hand looks at teachers' opinions on the difficulties they meet when instructing English writing to students with learning Disabilities and examines the strategies they believe to be the most effective. Using a qualitative exploratory method, the data was gathered through semi-structured...
| Published in: | Arts Magazine Vol. 14; no. 1; pp. 901 - 919 |
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| Format: | Article |
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Thamar University
Mar2026
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=193177336&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 193177336 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 26165864 N3RJ jtl: Arts Magazine issn: 26165864 maglogo: N pubinfo: dt: Mar2026 vid: 14 iid: 1 pid: 22929 pub: Thamar University artinfo: ui: 193177336 10.35696/jwx0jz29 ppf: 901 ppct: 18 formats: tig: atl: Teacher’s Perspective on challenges and strategies in Teaching English Writing to Students with Learning Disabilities. aug: au: Alotaibi, Khaled Safar affil: Assistant Professor of Special Education, Department of Special Education- College of Education- Qassim University Saudi Arabia. su: Learning disabilities Writing education Teaching methods Learning problems Qualitative research Educational change Educators' attitudes sug: subj: Learning disabilities Writing education Teaching methods Learning problems Qualitative research Educational change Educators' attitudes keyword: Formative Assessment Muli-Sensory Instruction Scaffolding Task Decomposition Writing Instruction التعليمات من خلال الحواس المتعددة التقييم التكويني السقالات التعليمية تحليل المهام تعليمات الكتابة ab: The study at hand looks at teachers' opinions on the difficulties they meet when instructing English writing to students with learning Disabilities and examines the strategies they believe to be the most effective. Using a qualitative exploratory method, the data was gathered through semi-structured interviews with the sample of educators in the Qassim area. Recurring themes in the data were discovered through thematic analysis. Teachers said that traditional, rigid methods are inadequate, while adaptive implementations of evidence-based practices—such as task decomposition, visual scaffolding, and gamified repetition—are seen as extremely successful. The current study presently shows that teachers attribute writing challenges primarily to deficits in phonemic awareness, working memory, and visual perception, rather than simply a lack of drive. Task decomposition (chunking), visual scaffolding, routine-based repetition, collaborative learning, and technological support that are some of the successful tactics that have been documented. This study recommended that reforms at the policy level, such as longer evaluation times and specific teacher training in neuro-educational methods, considering these results of the study. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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