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Abstract
Learning disabilities teachers exercise a significant influence on the educational development of students with gifted and learning disabilities (SGLD). It is therefore important to understand their attitudes towards professional development in this area to effectively implement training and educational practices to address the needs of SGLD. The authors interviewed 8 learning disabilities teachers in Yanbu city in Saudi Arabia. The interviews were analysed using content analysis. Findings from the study suggest that further professional development in learning disabilities, giftedness and SGLD may assist in improving the educational outcomes of SGLD. The results of this study may assist teachers and educational personnel to seek the optimal methods to identify and assist SGLD.
Highlights
This article explores the current intervention practices in primary schools in Saudi Arabia, on the importance of professional development for learning disabilities teachers in Students with Giftedness and Learning Disabilities (SGLD)
None of the teachers in this study had received any training in students with gifted and learning disabilities (SGLD), as the comments below indicate: There is no training for teachers to help SGLD because in my primary school we only provide training in support for students with learning disabilities (T3)
The results demonstrate the urgent need for learning disabilities teachers to undertake professional development in SGLD
Summary
This article explores the current intervention practices in primary schools in Saudi Arabia, on the importance of professional development for learning disabilities teachers in Students with Giftedness and Learning Disabilities (SGLD). The need for the professional development of learning disabilities primary school teachers is studied and presented in the relevant literature in several ways. A surprising gap in the literature revealed that little research has described the knowledge and training needs of learning disabilities teachers regarding students with giftedness, students with learning disabilities and SGLDs (Park Academy, 2010; Montgomery, 2007). Gagné (2011) developed the Differentiated Model of Giftedness and Talent (DMGT). He defined giftedness as, “the possession and use of outstanding natural abilities, called aptitudes, in at least one ability domain, to a degree that places a person at least among the top 10% of age peers” (p.11)
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