عنوان

دراسة وجهة نظر المعلمين تجاه الطلاب الموهوبين ذوي صعوبات التعلم في المملكة العربية السعودية

Number

TL56262

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

دراسة وجهة نظر المعلمين تجاه الطلاب الموهوبين ذوي صعوبات التعلم في المملكة العربية السعودية

General Material Designation

[Thesis]

First Statement of Responsibility

Aladsani, Mohamed

Subsequent Statement of Responsibility

Huang, Ann

Name of Publisher, Distributor, etc.

Duquesne University

Date of Publication, Distribution, etc.

2020

Text of Note

179 p.

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

Duquesne University

Text preceding or following the note

2020

Text of Note

The educational system in Saudi Arabia has been developing since the establishment of the Directorate of Knowledge (currently the Ministry of Education) in 1925. Although the teacher preparation programs in Saudi Arabia have been developed under the Ministry of Education, general education teacher preparation programs in the country do not require teacher candidates to take any special education courses as part of their general education training (Aldabas, 2015). Thus, general education teachers are often not prepared to teach in inclusive settings, which commonly include diverse students such as gifted students, students with specific learning disabilities (SLD), and gifted students with SLD. The purpose of this study was to examine teachers' perspectives of gifted students with SLD in Saudi Arabia. Specifically, this study aimed at examining the relationships between teachers' perspectives and background factors, including years of teaching experience and gender, that might affect the teachers' perspectives. In addition, it investigated the teachers' perspectives about the existence, identification, and education of gifted students with SLD in different regions in Saudi Arabia. This study used statistical analysis of quantitative data collected from an online survey that was adopted and modified specifically for this study. The study participants included 936 teachers with various backgrounds working in different grade levels in schools in Saudi Arabia. The results of this study indicated that teachers in Saudi Arabia, in general, had positive perspectives regarding the existence, identification, and education of gifted students with SLD. They also revealed that there were no significant differences among teachers' perspectives in Saudi Arabia based on their years of teaching experience nor gender. It was notable that the majority of participants were general education teachers, and around 59% were female. The mean age of the respondents was approximately 31 years old, which could mean 7-9 years of teaching experience. About 50% of participants have not taught students with SLD and about 41% have not taught gifted students. The results of this study should provide a better understanding of teachers' perspectives about gifted students with SLD in Saudi Arabia, which may lead to more attention to their unique needs and create more supportive learning environments in the future.

Subject Term

Disability studies

Subject Term

Gifted education

Subject Term

Middle Eastern studies

Subject Term

Special education

Aladsani, Mohamed

Huang, Ann

Duquesne University

Electronic name

p

[Thesis]

276903

a

Y