Gifted and talented learners in the Saudi Arabian regular classroom: A needs assessment
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.
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign