The Suitability of Lughati Curriculum in Developing Writing Skills among Students with Learning Difficulties and Its Impact on Their Achievement from Teachers’ Perspective

Abstract

This research investigated the effectiveness of the Lughati “My Language” curriculum in enhancing writing skills among students with learning difficulties and its influence on their academic achievement from teachers’ perspectives. Using a descriptive survey approach, the study targeted all teachers of learning difficulties and Lughati in Asir region schools, with a sample of 166 participants. A questionnaire comprising 20 items across two dimensions—writing skills and academic achievement—was employed. Findings indicated that both the suitability of writing activities and the curriculum’s impact on achievement were moderate, with practical exercises and progressive difficulty viewed positively, while the absence of stimulating enrichment activities was highlighted as a limitation. Significant differences in teachers’ responses emerged based on gender, qualifications, and experience. The study concluded with recommendations to redesign writing and instructional activities to strengthen fundamental and creative skills, foster motivation, and align with the objectives of Saudi Arabia’s Vision 2030.