School Leaders’ and Teachers’ Perceptions of Learning Disabilities: Implications for Support in Inclusive Schools in the Sultanate of Oman

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The study examined school leaders’ and teachers’ perceptions of Learning Disabilities (LDs) in Key Stage1 Schools in a sample drawn from schools in Muscat, the capital city of Oman. A sample of 175 school leaders and 175 teachers completed The Survey on Learning Disabilities (SLD), an instrument developed to explore beliefs and perceptions of the causes of LDs. A principal component analysis indicated that six factors underlie perceptions of LDs: The governmental formal educational system, repertoire of teachers’ skills and school support, familial and cultural background, students, academic curriculum, and social change. Multivariate analyses showed that school leaders perceive more strongly than teachers that the governmental formal educational system and academic curriculum as main causal factors for LDs. Implications for support of students with LDs in inclusive settings in Oman are discussed.

Original languageEnglish
Pages (from-to)475-492
Number of pages18
JournalInternational Journal of Disability, Development and Education
Issue number5
Publication statusPublished - Sep 3 2018



  • Assessment
  • inclusive education
  • learning disabilities
  • principal components
  • Sultanate of Oman
  • teachers’ beliefs
  • teachers’ perceptions

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions (miscellaneous)
  • Developmental and Educational Psychology

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