Abstract

Objectives: The study aimed to assess the strategies for integrating students with learning disabilities in the Al-Jalil District from the perspectives of teachers and parents. Methods: The researcher employed the descriptive-analytical method, utilizing a questionnaire consisting of 28 items distributed across three main dimensions: educational inclusion strategies, functional inclusion strategies, and parents and teachers. The questionnaire was administered to a simple random sample of 354 teachers and parents in the Al-Jalil District. Results: The findings revealed that the participants' overall evaluation of integration strategies was high across all domains and for the instrument as a whole. The results also indicated statistically significant differences attributed to gender, in favor of males. However, no statistically significant differences were found based on role (teacher or parent) or educational qualification. Conclusions: The study concluded that the teachers demonstrated a high level of awareness regarding the strategies for integrating students with learning disabilities. Notably, male participants exhibited greater awareness of integration strategies compared to their female counterparts.