Parents’ Level of Awareness of Early Intervention Processes for Students at Risk of Learning Disabilities in Early Childhood

Abstract

The current research aims to identify parents’ level of awareness regarding early intervention processes for students at risk of learning disabilities (LDs) in early childhood in Al-Ahsa city Governorate, Kingdom of Saudi Arabia. The research employs a descriptive methodology using a survey approach, which is the most suitable method, as it helps describe the phenomenon under study and its relationship with associated variables. Additionally, statistical methods were used to translate the results of the field framework. The researcher selected a random sample of parents from Al-Ahsa Governorate, Kingdom of Saudi Arabia, consisting of 75 parents, representing 62.5% of the total research population. An exploratory sample of 30 parents from the research community but outside the main research sample was also selected to conduct statistical procedures (validity-reliability) for the main research tool. The researcher excluded 15 incomplete questionnaires. To achieve the research objectives, a questionnaire was used the key findings showed significant agreement among the study participants regarding statements that received high evaluations, such as the role of preschool and special education teachers in providing individual support for children and the importance of providing therapeutic and rehabilitative services to individuals with special needs. The main recommendations emphasize the need to develop comprehensive and effective evaluation procedures for the symptoms of learning disabilities in early childhood in cooperation with the relevant authorities.