Gifted and talented learners in the Saudi Arabian regular classroom: A needs assessment
Maajeeny, Osama Hassan
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https://hdl.handle.net/2142/18933
Description
Title
Gifted and talented learners in the Saudi Arabian regular classroom: A needs assessment
Author(s)
Maajeeny, Osama Hassan
Issue Date
1990
Doctoral Committee Chair(s)
Weller, Charles
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Special
Language
eng
Abstract
The study investigated the present status of gifted education in Saudi Arabia, estimated the concept, knowledge, and attitude of Saudis regarding gifted learners and their education, assessed the perceived needs and interests of gifted learners in the regular classrooms; and identified the important competencies that regular classroom teachers need to become effective teachers of gifted learners. Data were gathered by means of a 4-point Likert scale questionnaire and interviews from educational and counseling supervisors, counselors, schools principals and deputies, and teachers of twenty three male preparatory and secondary schools. In addition, a few gifted learners and their parents were interviewed. The data were analyzed and frequency distributions, means, percent, and standard deviation were calculated. Furthermore, preliminary analyses revealed no differences for type of occupation (teachers, building administrators, and supervisors) or type of school (preparatory and secondary) using separate analyses of variance and Pearson product moment correlations for both parts two and three of the questionnaire, consequently, the data were combined for all subjects for all subsequent analyses.
The study revealed that Saudi Arabia does not have a special provision for the gifted, nor does it have previous experience in gifted education. Moreover, the study indicated that gifted learners in the regular classrooms need more enrichment and acceleration materials than what the present, conventional curriculum is offering. Furthermore, the study showed that regular classroom teachers need inservice training in processes, such as creative thinking skills, independent research techniques, methods of preparing materials and resources to stimulate students, and programming procedures.
The most important recommendations of the study are to standardize multiple identification procedures, to differentiate the current curriculum to meet the existing needs and interests of the gifted, and to provide teachers with inservice training in the characteristics of gifted learners and the appropriate teaching methods to instruct them.
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