A Multidisciplinary (Psychological–Educational–Speech Therapy) Model for School-Based Intervention for Learners with Specific Learning Disorder: An Applied Approach in the Algerian Context

Authors

  • Dr. Ouarda Saadi ,Kenza Doumi

Keywords:

Multidisciplinary model; school-based intervention; learners; Specific Learning Disorder; applied approach; Algerian context

Abstract

This study seeks to propose a multidisciplinary intervention model for children with Specific Learning Disorder (SLD) within the school setting, grounded in the integration of psychological,educational, and speech therapy dimensions within a unified organizational framework. It arises from the issue of weak coordination among stakeholders in educational institutions, along with the continued reliance on fragmented interventions that fail to adequately address the nature of SLD,thereby limiting the effectiveness of the support provided to this population.

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References

- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications. https://us.sagepub.com/en-us/nam/research-design/book255675

- Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99. https://doi.org/10.1598/RRQ.41.1.4

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Published

2026-05-01

How to Cite

Dr. Ouarda Saadi ,Kenza Doumi. (2026). A Multidisciplinary (Psychological–Educational–Speech Therapy) Model for School-Based Intervention for Learners with Specific Learning Disorder: An Applied Approach in the Algerian Context . Pegem Journal of Education and Instruction, 16(1), 2546–2559. Retrieved from https://www.pegegog.net/index.php/pegegog/article/view/5018

Issue

Vol. 16 No. 1 (2026): PEGEGOG

Section

Article

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