English abstract
This study aimed at evaluating the quality of the Learning Disabilities Program (LDP) in
Omani basic education schools as perceived by supervisors and teachers of the LDP. This
study used the descriptive method. A convenience sample of 38 supervisors and 277
teachers was selected from different governorates. To achieve the objectives of the study,
a scale of 83 indicators was developed. These indicators were distributed to 6 standards
related to: nature of the program, workers in the program, individualized education
program, educational environment, family participation, and inclusion and transitional
services. Results indicated that the availability of quality standards in the LDP was on
average. Results also indicated that there were significant differences in the "educational
environment" standard due to educational qualification in favor of postgraduate level, as
well as there were significant differences in the following standards: "nature of the
program and educational environment" due to teaching experience in favor of those with
11 years or more, while for those with 10 years of experience or less in the standard of
"inclusion and transitional services". Results also indicated that there were differences in
all standards except for "workers in the program" due to the governorate variable. The
majority of these differences were in favor of Muscat Governorate. However, there were
no differences due to the position variable (teacher and supervisor). The study
recommended that the Ministry of Education set standards for the LDP and those
mentioned in this study.
