Special Educational Need of the Gifted and Talented Students in Saudi Arabia: A Review Paper

Year 2021, Volume: 6 Issue: 2, 124 - 133, 01.04.2021

Salem Obaid Alelyani

https://doi.org/10.24331/ijere.854926

Cited By: 2

Abstract

Giftedness refers to proficient distinctive intelligent knowledgeable abilities, due to high IQ which possess talent, excellent performance abilities and skill in diverse field of learning. The gifted children’s style of learning is quite different as they need special academic, scientific support and input since they are characterized by actively metacognitive thinking skills and learning strategies. Due to the complexities of twice-exceptional gifted students, educators lack the experience in dealing with the unique needs of the gifted students. In Saudi Arabia, there is a need for the government to restructures the educational system in order to refine gifted student’s talent to their educational needs. This is a review paper aims at reviewing relevant literature on the special educational needs of the gifted and talented students in Saudi Arabia. From the available literature reviewed, the general need for gifted and talented students identified are cognitive needs, social and emotional needs, psychomotor needs, affective and intuitive needs, the needs of diverse gifted populations. The Study also identified the four major special educational needs of the gifted and talented students which comprises; the need for challenging education, need for true peers, the need for the responsive parenting, the need for adult empathy.

Keywords

Special Education, Needs of the Gifted and Talented Students, Saudi Arabia

References

• Baer, J., & Kaufman, J. C. (2005). Theoretical and interdisciplinary perspectives: Bridging generality and specificity: The amusement park theoretical (APT) model of creativity. Roeper Review, 27(3), 158.
• Boazman, J. K., Sayler, M. F., & Easton-Brooks, D. (2012). Mediating factors of personal wellbeing in gifted college students: Early-college entrants and honors college students. Journal of Social Research & Policy, 3(2), 111-131.
• Boland, C. M., & Gross, M. U. (2007). Counselling highly gifted children and adolescents. Models of counselling gifted children, adolescents, and young adults, 153-197. Burney, V. H. (2008). Applications of social cognitive theory to gifted education, Roeper Review, 30 (2), 130–139.
• Coleman, M. R., & Shah-Coltrane, S. (2015). Children of promise: Dr. James Gallagher's thoughts on underrepresentation within gifted education. Journal for the Education of the Gifted, 38, 70-76
• Cornell, D. (1992). Research. Roeper Review, 14(4), 233-236.
• Csikszentmihalyi, M. & Robinson, R. E. (1986). Culture, time and the development of talent. In R. J. Sternberg, & J. E. Davidson (Eds.), Conceptions of giftedness. New York: Cambridge University Press
• Cukierkorn, J., Houston, H., Besnoy, K., Karnes, F., & Manning, S. (2007). Serving the preschool gifted child: Programming and resources. Roeper Review, 29(4), 271- 276.
• D'Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2004). Social Problem Solving: Theory and Assessment.
• Eilam, B., and Vidergor, H. E. (2011). Gifted Israeli students’ perceptions of teachers’ desired characteristics: a case of cultural orientation,” Roeper Review, 33(2), 86–96.
• Foley-Nicpon, M., Assouline, S., & Colangelo, N. (2013). Twice-Exceptional Learners: Who Needs to Know What? Gifted Child Quarterly, 57(3), 169-180.
• Fraser, D. (2003). From the playful to the profound: What metaphors tell us about gifted children. Roeper Review, 25(4), 180-184.
• Freeman, J (2010) Gifted Lives: What Happens When Gifted Children Grow Up? Routledge, Taylor & Francis Group, London and New York.
• Gottfried, A. W., Gottfried, A. E., Bathurst, K., & Guerin, D. W. (1994). Gifted IQ: Early developmental aspects-the Fullerton longitudinal study. Springer Science & Business Media.
• Gross, M. U. M. (2004). Gifted and talented education professional development package for teachers: module-1, The University of South Wales. Gross. M. (1993). Exceptionally Gifted Children. London: Routledge
• Hertberg-Davis, H., & Callahan, C. M. (2008). A narrow escape: Gifted students' perceptions of Advanced Placement and International Baccalaureate programs. Gifted Child Quarterly, 52(3), 199-216.
• Hertberg-Davis, H., & Callahan, C. M. (2008). A narrow escape: Gifted students' perceptions of advanced placement and international baccalaureate programs. Gifted Child Quarterly, 52(3), 199-216
• Hollingworth, L. (1942). Children above 180 IQ. New York, NY: World Book Company.
• Hollingworth, L.S. (1942). Children above 180 IQ, Stanford-Binet: Origin and Development. Yonkers-onHudson, New York: World Book Co.
• Jackson, P. S., Moyle, V. F., & Piechowski, M. M. (2009). Emotional life and psychotherapy of the gifted in light of Dabrowski’s theory. In International handbook on giftedness (pp. 437-465). Springer, Dordrecht.
• Janos, P. M., Fung, H. C., & Robinson, N. M. (1985). Self-concept, self-esteem, and peer relations among gifted children who feel "different." Gifted Child Quarterly, 29, 78-82.
• Jolliffe, W. (2007). Cooperative learning in the classroom: Putting it into practice. Sage.
• Kaufman, J. (2001). Genius, lunatics, and poets: Mental illness in prize-winning authors. Imagination, Cognition and Personality, 305-314
• Kay, K (Ed) (2002) Uniquely Gifted: Identifying and Meeting the Needs of the Twice-Exceptional Student, Gilsum, Nh: Avocus.
• Klavir, R., & Gorodetsky, K. (2011). Features of creativity as expressed in the construction of new analogical problems by intellectually gifted students. Creative Education, 2(3), 164-173. doi:10.4236/ce.2011.23023
• Landau, A (2001) The Courage to Be Gifted, Dvir Publication, Tel-Aviv.
• Levent, F. (2011). Üstün yetenekli çocukların hakları [The rights of gifted children], Çocuk Vakfı Yayınları, No: 92, İstanbul.
• Lovecky, D (1994). Exceptionally Gifted Children; Different Minds, Roeper Review 17(2), 116 – 120.
• Lovecky, D. (1992). Exploring social and emotional aspects of giftedness in children. Roeper Review, 15(1), 18-25.
• Maajeeny, O. H. (1990). Gifted and talented learners in the Saudi Arabian regular classroom: A needs assessment (Doctoral dissertation), University of Illinois at Urbana Champaign.
• Marcia R. (2015). A Case Study of Gifted Education in Two Oklahoma School Districts. (Unpublished PhD Thesis), Graduate College of theOklahoma State University
• Maslow, A. (1943). A Theory of Human Motivation. Psychological Review [Kindle version], 50(4), 370-396
• Millman, K (2012) An argument for cadillacs ınstead of chevrolets: how the legal system can facilitate the needs of the twice-exceptional child? Pepperdine Law Review, 34 (16), pp. 455- 494.
• Montgomery, D (2013) GT Children with Special Educational Needs: Double Exceptionality. David Fulton Publishers, UK
• Muftahu, M. (2020). Higher Education and Covid-19 Pandemic: Matters Arising and the Challenges of Sustaining Academic Programs in Developing African Universities. International Journal of Educational Research Review, 5(4), 417-423.
• Naama B., and Ron, B. (2016). Factors that Promote/Inhibit Teaching Gifted Students in Regular Class: Results from a Professional Development Program for Chemistry Teachers. Education Research International, 1(26).
• Neihart, M., Reis, S. M., Robinson, N., & Moon, S. (2002). The social and emotional development of gifted children: What do we know? Sourcebooks, Inc.
• Nevo, B., and Rachmel, S (2009). Education of gifted children: a general roadmap and the case of Israel,” in Creativity in Mathematics and the Education of Gifted Students, R. Leikin, A. Berman, and B. Koichu, Eds., pp. 243–251, Sense Publishers, Dordrecht, The Netherlands, 2009.
• Olszewski-Kubilius, P., & Limburg-Weber, L. (1999). Options for middle school and secondary level gifted students. Journal of Advanced Academics, 11(1), 4-10
• Orsmond, G. I., Krauss, M. W., & Seltzer, M. M. (2004). Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of autism and developmental disorders, 34(3), 245-256.
• Osborn J. (1996). Special Educational Need of the Gifted and Talented Students. Youth Mental Health Update, 8(4), 1 – 9.
• Pajares, F. (1996). Self-efficacy beliefs in academic settings,” Review of Educational Research, 66 (4), 543–578.
• Plucker, J. & Callahan, C.M. (2008). Critical issues and practices in gifted education: What the research says. Waco, Tex.: Prufrock Press.
• Reis, S., & Renzulli, J. (2010). Is there still a need for gifted education? an examination of current research. Learning and Individual Differences, 20(4), 308-317. ISSN: 1041-6080
• Renzulli, J. S. (2005). Applying gifted education pedagogy to total talent development for all students. Theory into practice, 44(2), 80-89.
• Renzulli, J. S., & Reis, S. M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.
• Ross, P. O. C. (1993). National excellence: A case for developing America's talent. Office of Educational Research and Improvement, US Department of Education. U.S. Government Printing Office, Superintendent of Documents. SSOP Washington, D.C 20402 – 9328.
• Şahin1, F., Levent F. (2015). Examining the Methods and Strategies Which Classroom Teachers Use In the Education of Gifted Students. The Online Journal of New Horizons in Education, 5(3).
• Salem, N. (2018) 'Challenges in teaching gifted students with special learning difficulties: Using a strategy model of 'Asking, Analysing and Answering Questions' (AAA) to improve the learning environment.', University of Derby [EdD Thesis]
• Salihu MJ, Ramadneh NMA (2015). The need for global educators? Their significance in the present time and implication for quality education. Global Journal of Educational Studies. 1(2):67 76.
• Salihu, M. J. (2017). Qualitative and quantitative debates in contemporary educational research. International Journal of Research in Education Methodology, 7(5), 1323-1327.
• Salihu, M. J. (2019). A Conceptual analysis of the leadership theories and proposed leadership framework in higher education. Asian Journal of Education and Social Studies, 1-6.
• Salihu, M. J., & Jamil, H. (2015). Policy of universal basic education in Nigeria: An examination of its effectiveness on implementation and management. American International Journal of Contemporary Research, 5(6), 147-155
• Siegle, D. (2015). Dr. James Gallagher's concern for gifted learners beyond academics. Journal for the Education of the Gifted, 38, 58-63.
• Song, K., & Porath, M. (2006). Common and domain-specific cognitive characteristics of gifted students: An integrated model of human abilities. High Ability Studies, 16(2), 229-246
• Sternberg, R. J. (2005). Giftedness as developing expertise‟. In K.A. Heller, F.J. Monks, R. J. Sternberg and R. F. Subotnik (eds) International Handbook of Giftedness and Talent (pp.55-66) (2nd ed.) Oxford: Elsevier Science Ltd.
• Tassel-Baska, V. J (2003). Selecting instructional strategies for gifted learners, Focus on Exceptional Children, 36 (3), 1–12.
• Tieso, C. L. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26(1), 29-36
• Torrance, E. P. (2018). Guiding creative talent. Pickle Partners Publishing.
• Tuttle, F. B., & Becker, L. A. (1980). Program design and development for gifted and talented students. Washington: National Education Association.
• Van Tassel-Baska, J. (2005). Gifted programs and services: What are the nonnegotiables?. Gifted Education, 44(2), 90-97.
• Vialle, W., Heaven, P., & Ciarrochi, J. (2009). On being gifted, but sad and misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong youth Study. Educational Research and Evaluation, 13(6), 569-586
• Webb, J. T., Gore, J. L., & Amend, E. R. (2007). A parent's guide to gifted children. Great Potential Press, Inc.
• Winner, E (2000) Giftness: Current Theory and Research. Current Directions in Psychological Science 9(1), 153-156
• Yun, K., Chung, D., Jang, B., Kim, J. H., & Jeong, J. (2011). Mathematically gifted adolescents have deficiencies in social valuation and metallization. PloS one, 6(4), e18224. Ziv, A (2000) Gifted, Keter Publishing House, Ltd: Jerusalem.