Students’ satisfaction With Services Provided in Learning Disabilities Programs: Evidence from Intermediate and Secondary Schools in Riyadh, Saudi Arabia

Abstract

This study examined students’ satisfaction with services provided through learning disabilities programs in intermediate and secondary public schools in Riyadh, Saudi Arabia. A stratified random sample of 228 students participated, including 122 intermediate-level students and 106 secondary-level students. A 40-item instrument covering five service dimensions was used. Descriptive statistics were used to determine satisfaction levels, and the Mann–Whitney U test was used to compare the two educational levels. Overall satisfaction was high among both intermediate (M = 2.40, SD = 0.18) and secondary (M = 2.39, SD = 0.21) students. The highest ratings concerned the educational environment and learning disabilities teachers, whereas supporting and transitional services and extracurricular activities received the lowest ratings. No statistically significant differences were found between intermediate and secondary students in total satisfaction or any of the five dimensions. The findings underscore the value of students’ perspectives in evaluating learning disabilities programs and suggest a need to strengthen supporting, transitional, and extracurricular services.