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The issue of biases associated with labeling students as gifted or as having a disability presents a significant challenge to educational professionals with regard to identification and the provision of services. In the presence of labels indicating giftedness, disability, and twice exceptionality, research consistently demonstrated biases on the part of parents, teachers, and even other students. These biases could prevent students from receiving the services they need to achieve their fullest potential (Bianco & Leech, 2010). The current study systematically replicated a study by Bianco and Leech (2010) and examined the influence of disability labels on teachers' decisions to refer students to gifted programming. Further, this study investigated whether there were any differences in teachers' responses based on the type of teaching certificate they held (i.e., gifted education, special education, general education). Three groups of in-service teachers (85 general, 59 special, and 43 gifted education teachers) from the Western region of Saudi Arabia participated in the study. A cross-sectional survey methodology was employed. Teachers were randomly assigned to one of three survey conditions that consisted of a vignette that described a student with both giftedness and high potential traits, differing only with respect to one of three labeling conditions (no label, learning disability [LD], autism spectrum disorder [ASD]).Multinomial logistic regression was used to assess the influence of teacher type and the labeling condition on the teachers' ratings. Responses to an open-ended question that asked teachers to provide a reason for their referral decisions were analyzed qualitatively. The quantitative analysis showed neither teacher type nor the presence or absence of a disability label had a significant influence on the overall ratings, which was in sharp contrast to Bianco and Leech's (2010) results. The interaction of the two variables was also nonsignificant. Most of the participants (94%) chose to agree or strongly agree with a referral. However, of the few nonreferrals, most were for students with ASD. Three themes emerged from the qualitative analysis of the teachers' rationales including (a) the student shows gifted traits, (b) the student's skills could be cultivated with support, and (c) the student does not fit the definition for giftedness.Findings from this study provided insights into the issues of labeling students and the status of twice-exceptionality in Saudi Arabia. The results indicated limited, negative bias among different types of teachers with respect to students with disabilities. Also, the participants in this study showed a strong orientation toward supporting the growth and development of the student in all three vignette conditions. However, it remained clear that Saudi Arabia would still greatly benefit from establishing a clear policy on twiceexceptionality and providing training programs to educators with respect to defining, identifying, and educating students with giftedness and disabilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The importance of developing the cognitive and affective needs of gifted students to help meet their academic needs as well as support them in achieving to their full potential has been well-established by past research. It is also confirmed by the literature that gifted and talented students have unique social-emotional needs and that the school environment plays an essential role in meeting gifted students' needs. To better serve gifted students, schools must ensure that general education teachers are knowledgeable and supportive of the distinct cognitive and affective development of these students in conjunction with their academic needs. Different factors influence the way teachers interact with gifted students, which include their attitudes and perceptions of giftedness and gifted education. It is necessary for researchers and other stakeholders to acquire a deep understanding of the attitudes and perceptions of general education teachers toward giftedness and gifted education as such an understating can aid policymakers, administrators, and education professionals in helping these teachers to create the appropriate learning environment to support these children. While these concepts have been examined in the Western context, their exploration has been limited in Saudi Arabia. Therefore, this study was undertaken to investigate the attitudes of Saudi elementary school general education teachers toward gifted students and gifted education, as well as their perceptions of giftedness. The study sample comprised 141 teachers who completed a cross-sectional online questionnaire that also included four open-ended questions to assess their attitudes and perceptions. The results of this study found that the participants indicated positive attitudes toward supporting the needs of gifted students and toward providing special services to gifted students. However, the participants were found to be uncertain about some of the special services (e.g., acceleration) that the literature states can be useful in supporting gifted students and about challenges gifted students might face (e.g., rejection by others). While most of the participants exhibited some lack of awareness regarding the unique affective needs of the gifted, they did indicate some understanding of giftedness as a multifaceted construct and of certain positive social and emotional characteristics of gifted students. The study's results suggest that more training in gifted education is required for general education teachers in Saudi Arabia, not only regarding basic information about gifted education and curricula, but also on how to meet both the academic and affective needs of these students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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- Entre 2000 y 2026 (2)