{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,29]],"date-time":"2026-07-29T14:39:05Z","timestamp":1785335945121,"version":"3.55.0"},"reference-count":71,"publisher":"MDPI AG","issue":"4","license":[{"start":{"date-parts":[[2026,3,31]],"date-time":"2026-03-31T00:00:00Z","timestamp":1774915200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"National Center for Social Studies (NCSS) in the Kingdom of Saudi Arabia"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behavioral Sciences"],"abstract":"<jats:p>Students with learning disabilities (LDs) are members of most educational settings, from primary school to university. At the university level, students with LDs face many challenges. The aim of the current study is to explore the challenges and needs of students with LDs attending Saudi Arabian universities. The study investigates factors contributing to the academic and social successes of students with LDs. Data were collected using a qualitative interview methodology. The sample comprised nine participants: five students diagnosed with LDs and four faculty members. The results suggest that students with LDs continue to face challenges and often do not receive adequate support from the social and academic environments within the university, and this can negatively impact their educational performance. These results contribute to a better understanding of the needs of students with LDs in higher education and may assist in the development of a more inclusive university environment, particularly in Saudi Arabia.<\/jats:p>","DOI":"10.3390\/bs16040521","type":"journal-article","created":{"date-parts":[[2026,4,2]],"date-time":"2026-04-02T09:26:12Z","timestamp":1775121972000},"page":"521","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Qualitative Investigation of Challenges for Students with Learning Disabilities Attending Saudi Universities"],"prefix":"10.3390","volume":"16","author":[{"given":"Mohaned G.","family":"Abed","sequence":"first","affiliation":[{"name":"Department of Special Education, Faculty of Education, King Abdulaziz University, Jeddah 21589, Saudi Arabia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8101-4292","authenticated-orcid":false,"given":"Todd K.","family":"Shackelford","sequence":"additional","affiliation":[{"name":"Department of Psychology, Oakland University, Rochester, MI 48306, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,3,31]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"36","DOI":"10.1111\/ldrp.12214","article-title":"Educational support for Saudi students with learning disabilities in higher education","volume":"35","author":"Abed","year":"2020","journal-title":"Learning Disabilities Research & Practice"},{"key":"ref_2","first-page":"10","article-title":"A study on Italian teachers\u2019 sentiments, attitudes and concerns towards inclusive education","volume":"20","author":"Aiello","year":"2019","journal-title":"CQIIA Rivista"},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"123","DOI":"10.1007\/s11125-020-09506-w","article-title":"Inclusion and equity in education: Making sense of global challenges","volume":"49","author":"Ainscow","year":"2020","journal-title":"Prospects"},{"key":"ref_4","doi-asserted-by":"crossref","first-page":"e31076","DOI":"10.1016\/j.heliyon.2024.e31076","article-title":"Facilitating inclusive education: Assessing faculty awareness and attitudes towards students with special educational needs at Qatar University","volume":"10","author":"Ghareeb","year":"2024","journal-title":"Heliyon"},{"key":"ref_5","first-page":"149","article-title":"Special education in Saudi Arabia: Challenges, perspectives, future possibilities","volume":"26","author":"Alquraini","year":"2011","journal-title":"International Journal of Special Education"},{"key":"ref_6","doi-asserted-by":"crossref","first-page":"21582440231225583","DOI":"10.1177\/21582440231225583","article-title":"Faculty attitudes toward students with disabilities in the Kingdom of Saudi Arabia: A mixed-methods study","volume":"14","author":"Alrusaiyes","year":"2024","journal-title":"SAGE Open"},{"key":"ref_7","doi-asserted-by":"crossref","first-page":"415","DOI":"10.1177\/07419325241240058","article-title":"The educational journey of students with disabilities in Saudi Arabia: From isolation to inclusive education","volume":"45","author":"Alsolami","year":"2024","journal-title":"Remedial and Special Education"},{"key":"ref_8","doi-asserted-by":"crossref","first-page":"222","DOI":"10.1177\/002221949703000210","article-title":"The effects of extended time on algebra test scores for college students with and without learning disabilities","volume":"30","author":"Alster","year":"1997","journal-title":"Journal of Learning Disabilities"},{"key":"ref_9","doi-asserted-by":"crossref","first-page":"543","DOI":"10.1037\/013855","article-title":"College influence: A comprehensive view","volume":"15","author":"Astin","year":"1970","journal-title":"Contemporary Psychology"},{"key":"ref_10","unstructured":"Astin, A. 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