Identifying Learning Disabilities in Bilingual and English Language Learners: Insights from the Saudi Context

Background/purpose. Students with learning disabilities (SLDs), bilingual learners (BLs), and English language learners (ELLs) represent heterogeneous groups. With the rising number of SLDs and the expansion of English as a second language instruction in Saudi elementary schools, a critical challenge emerges: How can learning disabilities (LDs) be accurately identified in students who are also BLs or ELLs? In alignment with Saudi Vision 2030 and inclusive education goals, schools must effectively address diversity by considering both disabilities and linguistic backgrounds. This study examines perspectives from specialized LD teachers, general educators in English and Arabic, and assessment experts on current identification practices, challenges, and recommended strategies. Materials/methods. This phenomenological qualitative study gathered insights through 12 semi-structured interviews and seven artifacts. Thematic analysis was conducted using qualitative coding to identify key patterns and concepts. Results. Findings highlighted common identification practices, including teacher observations, standardized assessments, distinguishing between native and second-language assessments, curriculum-based measurements, and progress-monitoring tools for at-risk students. Key challenges included language imbalances causing misidentification, cultural bias, and insufficient professional training. Participants recommended using diverse assessment tools, conducting evaluations in both native and second languages, involving families, enhancing teacher training, and raising parental awareness. Conclusion. The study underscores the need for rigorous assessment processes to ensure appropriate support for BLs and ELLs with LDs. Strengthening assessment frameworks and professional development can enhance identification accuracy and promote inclusive education.