The study's overarching goals are to determine the nature of the skills taught in schools, the characteristics of the students who excel under those circumstances, the nature of the services available to gifted children, and the nature of the factors that either stifle or foster the development of students' talents. Quantitative study would not be complete without this aspect. Data is collected through in-person interviews, on-the-job observations, and detailed notes. The method utilized to analyse the data also meets the criteria set out by Miles and Huberman. The findings indicate that gifted children are those who excel in areas where their peers often struggle, who show exceptional skill in select areas, and who reach the greatest levels of accomplishment in those areas. Throughout the course of a typical counselling session, a minimum of five of the seven theoretical components of guidance and counselling will be used. The distinctiveness of the student, the encouragement of teachers and peers, the student's personal interests and drive, the resources available at the madrasa, and the community all play a role in offering aid. Constraints of time, location, and the availability of all required resources, as well as the impression of counselling and guidance instructors' lack of attention, all operate against pupils.

This study aimed at identifying the use of the social media network (Facebook) and its relationship to psychological compatibility of special education teachers by answering four questions that include all the variables of the current study. The study used the descriptive approach and developed a scale to reveal the relationship of Facebook use and psychological compatibility. The psychological scale was applied to a random sample of special education teachers (n=520), who constitute 18% from the study population in Aseer region. The results of the study showed that the period that special education teachers spend using Facebook that received the highest frequency was less than two hours per day. The results revealed that the level of psychological compatibility among special education teachers, who use Facebook was high. There was a negative relationship between the period that special education teachers spend using Facebook and the level of psychological compatibility. The results also indicated that there were no statistically significant differences attributed to the effect of gender on the period of use of Facebook among special education teachers.