Parents’ and teachers’ contributions to identifying the unusual behavioural patterns of mathematically gifted children with learning difficulties (MG/LD) in Jordan

Abstract

The purpose of this research was to examine the Jordanian parents’ and teachers’ contributions to identify the special behavioural characteristics of mathematically gifted children with learning difficulties (MG/LD), namely ‘dual-exceptional’ students. Structured and semi-structured interviews were conducted with parents and teachers. In the first stage, teachers and parents were asked to answer specific questions written as a questionnaire. The parents were given a Case History Form to complete; whilst the teachers were given a Form about the student’s academic level, special interests, and behavioural patterns. In the second stage, they were asked to talk about issues that they felt were significant in relation to the development and education of the child concerned. The outcomes from the interviews stressed the essential contribution of parents and teachers in providing information about the psychological and behavioural histories of the students. The outcomes of parents’ and teachers’ interviews were found the chief source of information about the unusual behavioural patterns of the MG/LD children. However, teachers were found to be less able to identify these behavioural patterns.