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This research investigates the challenges faced by teachers in identifying and supporting gifted individuals with learning difficulties in schools across the Kingdom of Saudi Arabia. The study aims to explore the perceptions, experiences, and practices of both students and teachers regarding the identification and support of gifted students with learning difficulties. A mixed-methods approach was employed, involving surveys, interviews, and document analysis. The study population comprises 100 students and 50 teachers selected from diverse educational institutions across Saudi Arabia. Purposive sampling methods were utilized to select participants meeting the criteria for giftedness and learning difficulties. Descriptive statistics, correlation analysis, regression analysis, and thematic analysis were conducted to analyze the data. The findings reveal significant challenges related to teacher training, resource availability, and cultural factors impacting the identification and support of gifted individuals with learning difficulties. Recommendations include enhanced professional development for teachers, curriculum adaptations, resource allocation, cultural sensitivity, collaborative partnerships, policy reforms, and further research efforts. These recommendations aim to improve educational practices and policies to better meet the needs of gifted individuals with learning difficulties in Saudi Arabian schools.

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Discovering Gifted People with Learning Difficulties by Teachers and the Challenges They Face in the Kingdom of Saudi Arabia

  • 会议论文

  • 发表日期：

    2025年

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  • Saddam Rateb Darawsheh,
  • Adnan Ahmad Al Ajlouni,
  • Suad Abdalkareem Alwaely,
  • Atef Sayed Abdelgawwad Ali,
  • Haron Ismail Al-lawama,
  • Nabila Alomari,
  • Anwar Saud Al-Shaar,
  • Mona Mohamed Abd El Aal Mohamed,
  • Hevron Alshurideh

摘要

This research investigates the challenges faced by teachers in identifying and supporting gifted individuals with learning difficulties in schools across the Kingdom of Saudi Arabia. The study aims to explore the perceptions, experiences, and practices of both students and teachers regarding the identification and support of gifted students with learning difficulties. A mixed-methods approach was employed, involving surveys, interviews, and document analysis. The study population comprises 100 students and 50 teachers selected from diverse educational institutions across Saudi Arabia. Purposive sampling methods were utilized to select participants meeting the criteria for giftedness and learning difficulties. Descriptive statistics, correlation analysis, regression analysis, and thematic analysis were conducted to analyze the data. The findings reveal significant challenges related to teacher training, resource availability, and cultural factors impacting the identification and support of gifted individuals with learning difficulties. Recommendations include enhanced professional development for teachers, curriculum adaptations, resource allocation, cultural sensitivity, collaborative partnerships, policy reforms, and further research efforts. These recommendations aim to improve educational practices and policies to better meet the needs of gifted individuals with learning difficulties in Saudi Arabian schools.