Level of integration of learning disability program services from the perspective of learning disability supervisors and teachers in Taif city

This study aimed to investigate the level of functional integration among the core elements of learning disabilities programs in Taif, by surveying the opinions of those working in these programs within a comprehensive evaluation framework. This framework considered the governing legislation and regulations, the efficiency of diagnostic and assessment processes, the effectiveness of implementing Individualized Education Plans (IEPs), and other operational components that form the scientific and practical basis for the quality of educational services in these programs. The study adopted a descriptive approach, deemed most suitable for understanding the field reality, and its instruments as survey were applied to a sample of 99 teachers and 4 supervisors specializing in learning disabilities. The results showed that the integration among the components of learning disabilities programs is at a moderate level, indicating a gap between the theoretical framework of the programs and the requirements of effective practices. The results also revealed shortcomings in some important and influential elements, such as a shortage of qualified personnel trained to use advanced diagnostic measures and the absence of specialized data analysis systems that enhance the accuracy of educational decision-making. The study concludes that enhancing the integration of program components is an educational and strategic imperative for improving the quality of services provided to learners with learning difficulties.