Document Type : Research Paper
Authors
1 Assistant Professor of Research, Research Institute for Development Studies, Academic Jihad Organization
2 Researcher, Research Institute for Development Studies, Academic Jihad Organization
3 Associate Professor at Farhangian University of Isfahan
Abstract
The purpose of this study was to examine the performance of Learning Disabilities Centers and their role in facilitating the learning process of elementary school students in Isfahan Province. The study employed a mixed-methods (qualitative–quantitative) approach. Data were collected through interviews with 15 experts, document analysis, and a researcher-developed questionnaire. In the quantitative phase, 437 questionnaires were distributed among teachers, of which 371 valid questionnaires were returned and deemed suitable for analysis (response rate of approximately 85%). Accordingly, all statistical analyses were conducted with a sample size of n=371.
The results of the quantitative data analysis indicated that the mean overall performance of Learning Disabilities Centers from teachers’ perspectives, measured on a four-point Likert scale (0–3), was below the theoretical midpoint (1.5). In addition, the results of the one-sample *t*-test showed that the overall performance and most components were significantly lower than the average level. The qualitative findings also revealed that these centers face several challenges, including weak communication with schools, limited collaboration with parents, and structural and administrative barriers.
Overall, the findings suggest that although Learning Disabilities Centers have the potential capacity to facilitate students’ learning, improving their performance requires revising service delivery practices, strengthening intersectoral interactions, and addressing existing structural and operational barriers.
Keywords
- Learning Disability Centers
- Learning Facilitation
- Factors Affecting Learning
- Parental and Teacher Satisfaction
- Students with Special Needs
Main Subjects
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