Randa A. Hariri, Faiza Iqbal, Danish Suleman
ABSTRACT
The purpose of the study is to examine how students with learning disabilities at the higher level often experience academic difficulties because of a lack of tailored support strategies, further complicated by teachers' roles and cultural perceptions of disability in Arab countries. This study will investigate the role of teachers and cultural perceptions of disability as moderators in the relationship between tailored support strategies and the academic performance of students with learning disabilities in higher education. This study employs a quantitative research method, collecting data from teachers in higher education institutions with experience teaching students with learning disabilities, randomly selected from higher education institutions in Arab countries. The data were collected through face-to-face and online surveys. Four hundred ninety questionnaires were distributed, and a total of 450 were received, of which 430 were valid, resulting in a response rate of 96%. The collected data were analyzed using descriptive and causal research methods, employing PLS-SEM. The findings reveal a significant positive effect of tailored support strategies on the academic performance of students with learning disabilities. It is recommended that higher education institutions implement culturally responsive, teacher-supported strategies tailored to the unique needs of students with learning disabilities. Emphasis should be placed on faculty training and awareness programs that address cultural attitudes and enhance supportive teaching practices.
