Specific Learning Disabilities (SLDs) are the most prevalent disability among students. However, some are misidentified as having SLDs, while others with severe academic challenges may go unrecognized. This study examines the identification procedures for students with SLDs in elementary government schools in the UAE. The study has two main objectives: (a) to examine the diagnostic procedures and steps that these schools follow to identify and place students with SLDs, and (b) to assess the awareness of school professionals regarding SLDs. An explanatory sequential mixed-method design was utilized, collecting data through questionnaires followed by interviews. In the quantitative phase, 406 participants were selected using the snowball sampling technique. In the qualitative phase, 17 participants from the quantitative pool were interviewed based on their willingness. The quantitative results showed that participants followed the Ministry of Education's guidelines for referring and placing students with SLDs. However, both quantitative and qualitative findings indicated misunderstandings among school professionals regarding the definition, nature, and signs of SLDs, which could result in improper identification. The study provides some practical and future research implications.

Specific learning disability, School professionals, Identification procedures, UAE elementary government school, Awareness