نوع المستند : المقالة الأصلية
المؤلفون
1 أستاذ مشارك بقسم التربية الخاصة-كلية التربية جامعة القصيم- المملكة العربية السعودية
2 ماجستير صعوبات تعلم -قسم التربية الخاصة كلية التربية– جامعة القصيم
المستخلص
الكلمات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The current study aimed to identify the difficulties of identifying gifted students with learning disabilities from teachers’ perspectives, following the descriptive approach. The study used a questionnaire (prepared by researchers) and applied on a sample of 171 male and female gifted teachers and teachers of students with learning disabilities. The results indicated that the difficulties of identifying gifted students with learning disabilities reached a large degree; The difficulties of identification related to tools and scales achieved first rank, and the difficulties of identification related to the teacher achieved second rank. The difficulties of identification related to legislation and administrative laws achieved third rank, and the difficulties of identification related to the student achieved fourth rank. The results also showed that there were no statistically significant differences between the responses of teachers regarding the difficulties of identify gifted students with learning disabilities due to specialization, gender, academic qualification, or number of training courses.
Keywords:
Identification, gifted students with learning disabilities, giftedness teacher, learning disabilities teacher.
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