Learning Disabilities Teachers&amp;#39; Attitudes About Professional Development to Address the Needs of Students with Gifted and Learning Disabilities (SGLD): A Qualitative Study

Alsamiri, Yasir; Aljohni, Salman A

doi:10.5539/gjhs.v11n1p81

Cited by 2 publications

(4 citation statements)

References 21 publications

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“…As was found by other researchers, our teacher participants also identified strong retention as a strength of 2e students (Baldwin et al, 2015;Alsamiri and Aljohni, 2018). The Saudi elementary school teachers in our study also indicated that twice-exceptional students have high levels of curiosity and an eagerness to learn, which was a trait also identified by Lee and Ritchotte (2019).…”

Section: Discussionsupporting

confidence: 87%

“…The literature highlights the significant role of elementary school teachers in the identification and education of students with both giftedness and learning disabilities (Alsamiri and Aljohni, 2018;Firat and Bildiren, 2022). In this regard, teachers' awareness of the characteristics of students with this combination of traits facilitates early identification and intervention for these students (Firat and Bildiren, 2022).…”

Section: Importance Of Teacher Identification Of the 2ementioning

confidence: 99%

“…Yet there is limited research on the perceptions of teachers during the elementary school period when the identification and education of students with giftedness and learning disabilities are of critical importance (Akinbote et al, 2017;Alsamiri, 2019). If teachers understand that students can be simultaneously gifted and have special education needs, they are better equipped to identify 2e students, recognize their unique learning needs, and modify teaching styles and curricula to accommodate them (Alsamiri and Aljohni, 2018;Maddocks, 2020). Teachers need comprehensive knowledge of the general characteristics of these students to identify them and provide interventions when necessary (Firat and Bildiren, 2022).…”

Section: Importance Of Teacher Identification Of the 2ementioning

confidence: 99%

“…There are only a few studies regarding Saudi elementary school teachers' awareness of this student population and their characteristics 10.3389/feduc.2023.1150274 Frontiers in Education 03 frontiersin.org (Weiss, 2022). The understanding and perceptions of elementary school teachers regarding these children becomes critical when considering the importance of early intervention for both the gifted and those with disabilities that affect academic achievement (Wellisch, 2016;Alsamiri and Aljohni, 2018). Early identification of 2e students is integral to successful intervention; thus, elementary school teachers should possess good understanding and accurate perceptions of them (Firat and Bildiren, 2022).…”

Section: Twice-exceptional Students In the Saudi Contextmentioning

confidence: 99%

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Elementary school teachers’ perceptions of the characteristics of twice-exceptional students

Alsamani¹,

Alsamiri²,

Alfaidi

2023

Front. Educ.

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The current study explored the perceptions and understanding of Saudi elementary school teachers regarding the characteristics of twice-exceptional (2e) students. This qualitative phenomenological study recruited 14 elementary school teachers at schools in Medina City in Saudi Arabia. Data were gathered through in-depth semi-structured interviews to gain insight into participants’ perceptions of this student population. Findings indicated that teachers associate certain characteristics with the giftedness trait of 2e students, including excellent communication skills, problem-solving ability, strong retention, curiosity, creativity, abstract thinking, and leadership skills. Moreover, Saudi elementary school teachers perceive that 2e students experience academic challenges related to their disabilities in reading, writing, and mathematics, as well as are aware that such students tend to struggle with low self-esteem and maintaining concentration. Overall, there is a tendency to view these students as having two independent conditions—giftedness and disabilities that cause academic challenges—rather than identifying these individuals as having a single condition of being twice exceptional that comprises traits that impact their learning in combination.

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Section: Discussionsupporting

confidence: 87%

Section: Importance Of Teacher Identification Of the 2ementioning

confidence: 99%

Section: Importance Of Teacher Identification Of the 2ementioning

confidence: 99%

Section: Twice-exceptional Students In the Saudi Contextmentioning

confidence: 99%

See 2 more Smart Citations

Elementary school teachers’ perceptions of the characteristics of twice-exceptional students

Alsamani¹,

Alsamiri²,

Alfaidi

2023

Front. Educ.

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Primary school teachers’ knowledge of differentiation for students with giftedness and learning disabilities in mixed-abilities classrooms in Saudi Arabia

Alsamiri

Hussain

Aljohani

et al. 2023

SAJE

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Primary school students with both giftedness and learning disabilities (SGLD) in inclusive educational settings may not always receive a differentiated curriculum. Differentiation in all-level classrooms is necessary for consistently meeting the needs of SGLD. There is insufficient research on teachers’ knowledge of SGLD and differentiation in Saudi Arabia and the Middle East. To fill this knowledge gap, we interviewed 9 primary school teachers in Madinah, Saudi Arabia. The interview data were analysed using content analysis. Our conceptual framework is based on the theories of Howard Gardner, who believe that all students learn in different ways. We also considered Lev Vygotsky’s view that students learn best with instructions that meet their individual developmental level and address their zone of proximal development. Our findings suggest that teachers are willing to teach SGLD along with other students in the same classroom. Although they understand that differentiation is important, they were not implementing it for SGLD. Professional training and development related to teaching SGLD can improve the educational outcomes for SGLD. These results can assist teachers and educational personnel to seek optimal methods to identify and assist SGLD in Saudi Arabia and other regions. Finally, we provide recommendations for accommodations, strategies, and a differentiated curriculum for SGLD in primary schools.

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Learning Disabilities Teachers' Attitudes About Professional Development to Address the Needs of Students with Gifted and Learning Disabilities (SGLD): A Qualitative Study

Cited by 2 publications

References 21 publications

Elementary school teachers’ perceptions of the characteristics of twice-exceptional students

Elementary school teachers’ perceptions of the characteristics of twice-exceptional students

Primary school teachers’ knowledge of differentiation for students with giftedness and learning disabilities in mixed-abilities classrooms in Saudi Arabia

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