![KFU Logo](/ScientificJournal/Content/UserStyle/imgs/logo-ar-dark.png)
Scientific Journal Of King Faisal University
Basic and Applied Sciences
Scientific Journal of King Faisal University / Humanities and Management Sciences
A Proposed Program Based on the 20 Principles to Develop Teachers’ Skills in Dealing with Gifted Students with Intellectual Disabilities in Primary School
(Ahmed Mohamed Gadelmawla)Abstract
The research aims to introduce a program to develop teachers’ skills in dealing with gifted, primary-school students with intellectual disabilities. This research is based on the 20 principles endorsed by the American Psychological Association (APA) in its report prepared by the Coalition of Psychology in Schools and Education (2015) entitled, “Top 20 Principles from Psychology for Pre-K to 12 Teaching and Learning”. A descriptive approach has been used in this research. The procedures used include an analysis of previous literature. This article reports the program goals, activities, number of sessions, techniques, foundations of the program, and program evaluation. Discussion, recommendations, and future research ideas are also presented.
KEYWORDS
Intellectual disabilities, training programs, special education, giftedness, theoretical research
PDF
References
AL-Momani, R.A. and Bataineh, O.M. (2020). The relationship between perfectionism and goal orientation among gifted students in the king abdullah ii school of excellence. Journal of Educational and Psychological Studies, 14(1), 23–40.
Al-Sulaiman, N.I. (2014). Almawahib walqudrat alkhasat ladaa dhuwwat al'iieaqih alfikriih fa daw' bed almutaghayirat bimadaris aldamj bimudinih alriyad ‘The talents and special abilities of the intellectual disabled in light of some variables in the merger schools in the city of Riyadh’. Majalat Jamieih Tayiba Lileulum Altirbuih, Jamieat Tayibatin, 9(1), 1–27. [in Arabic] https://doi.org/10.12816/0015529
Anderson, C.L. and Anderson, K.M. (2020). Technology for gifted students: Designing learning opportunities for students with disabilities. In: S. Ikuta (ed.) Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms (pp. 196–216). Pennsylvania, United States: IGI Global. DOI: 10.4018/978-1-7998-1400-9.ch009
Aoki, T., Nakagawa, N., Ishitobi, R., Nakamura, S., Inoue, S., Kinoshita, M. and Ikuta, S. (2020). Gifted school activities with drop-talk, parent-teacher notebook, and smile-note for students with disabilities. In: S. Ikuta (ed.) Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms (pp. 196–216). Pennsylvania, United States: IGI Global. DOI: 10.4018/978-1-7998-1400-9.ch011
Budinski, N., Lavicza, Z., Fenyvesi, K. and Milinković, D. (2020). Developing primary school students’ formal geometric definitions knowledge by connecting origami and technology. International Electronic Journal of Mathematics Education, 15(2), n/a. DOI: 10.29333/iejme/6266
Clark, T. and Wormald, C. (2018). Gifted students with disability: Twice-exceptional learners. In: J.L. Jennifer, J.M. Jane (eds.) Exploring Gifted Education (pp. 50–65). London, UK: Routledge. DOI: 10.4324/9781351227704
Didden, R., VanDerNagel, J., Delforterie, M. and Van Duijvenbode, N. (2020). Substance use disorders in people with intellectual disability. Current Opinion in Psychiatry, 33(2), 124–129. DOI: 10.1097/YCO.0000000000000569
Farraj, S.H. (2010). Barnamaj muqtarah litanmih bed almawahib alkhasih ladaa al'atfal dhawaa al'iieaqat aleaqlayuhi ‘A proposed program to develop some special talents for children with mental disabilities’. Majalat Kuliyat Altarbiat, Jamieih Eayan Shams, 34(2), 575–603. [in Arabic]
Hanafi, A.A. (2011). 'Asalib altaearuf ealaa altullab almawhubin min dhawaa al'iieaqih alsameiih warieayatihim fa maeahid wabaramij altarbih alkhasih ‘Methods of identifying and caring for talented students with hearing disabilities in special education institutes and programs’. Dirasat Tarbawih Wanafsiuhi, Jamieat Alzaqaziqi, n/a(73), 157–261. [in Arabic]
Harvey, D., Montgomery, L., Harvey, H., Hall, F., Gange, A. and Watling, D. (2020). Psychological benefits of a biodiversity-focussed outdoor learning program for primary school children. Journal of Environmental Psychology, 67(n/a), 1–8. DOI: 10.1016/j.jenvp.2019.101381
Hava, K., Guyer, T. and Cakir, H. (2020). Gifted students’ learning experiences in systematic game development process in after-school activities. Educational Technology Research and Development, 68(5), 1439–59. DOI: 10.1007/s11423-020-09750-z
Hodges, A., Joosten, A., Bourke-Taylor, H. and Cordier, R. (2020). School participation: The shared perspectives of parents and educators of primary school students on the autism spectrum. Research in Developmental Disabilities, 97(n/a), n/a, 103550. DOI: 10.1016/j.ridd.2019.103550
Ikuta, S., Yoshida, A., Ishitobi, R., Kudo, M., Sekine, M., Yamashita, S. and Abe, S. (2020). Software for creating self-made content with multimedia-enabled dot codes and gifted school activities for students with disabilities. In: S. Ikuta (ed.) Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms (pp. 196–216). Pennsylvania, United States: IGI Global. DOI: 10.4018/978-1-7998-1400-9.ch010
Josephson, J., Wolfgang, C. and Mehrenberg, R. (2018). Strategies for Supporting Students Who Are Twice Exceptional. Journal of Special Education Apprenticeship, 7(2), n/a.
Kobayashi, H., Nagai, M. and Higuchi, N. (2020). On-the-job training system to support gifted school activities for in-service teachers with online video conferencing. In: S. Ikuta (ed.) Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms (pp. 196–216). Pennsylvania, United States: IGI Global. DOI: 10.4018/978-1-7998-1400-9.ch017
Lakin, J.M. and Wai, J. (2020). Spatially gifted, academically inconvenienced: Spatially talented students experience less academic engagement and more behavioural issues than other talented students. British Journal of Educational Psychology, n/a(n/a), n/a. DOI: 10.1111/bjep.12343
McCoach, D.B., Siegle, D. and Rubenstein, L.D. (2020). Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students. Gifted Child Quarterly, 64(2), 100–16. n/a. DOI: 10.1177/0016986219901320
Metwally, F.L. (2015). 'Athara altarwih fi almunazam tanmiat alqudrat aleaqliat lilmawhubin min almueaqin eqlyana ‘The effect of recreation in the organizer affected the development of the mental capacity of the gifted of the mentally handicapped’. Majalat Aleulum Alaijtimaeiat, Jamieat Eammar Thulayji Bial'aghwat, kuliyat Aleulum Alaijtumaeiat, 4(2), 45– 63. [in Arabic]
Missett, T.C., Azano, A.P., Callahan, C.M. and Landrum, K. (2016). The influence of teacher expectations about twice-exceptional students on the use of high quality gifted curriculum: A case study approach. Exceptionality, 24(1), 18–31. DOI: 10.1080/09362835.2014.986611
Ningrum, V., Wang, W.C., Liao, H.E., Bakar, A. and Shih, Y.H. (2020). A special needs dentistry study of institutionalized individuals with intellectual disability in West Sumatra Indonesia. Scientific Reports, 10(1), 1–8. DOI: 10.1038/s41598-019-56865-2
Pepanyan, M., Fisher, M. and Wallican-Green, A. (2018). Faces on Mars lesson: Incorporating art, thinking skills, and disability differentiation strategies for twice-exceptional gifted students. Journal of STEM Arts, Crafts, and Constructions, 3(1), 93–102.
Pozo-Rico, T. and Sandoval, I. (2020). Can academic achievement in primary school students be improved through teacher training on emotional intelligence as a key academic competency? Frontiers in Psychology, 10(n/a), 2976. DOI: 10.3389/fpsyg.2019.02976
Ridgley, L., DaVia-Rubenstein, L. and Finch, W. (2020). Issues and opportunities when using rating scales to identify creatively gifted students: Applying an IRT approach. Gifted and Talented International, 34(1–2), 6–18. DOI: 10.1080/15332276.2020.1722041
Rojas-Drummond, S., Olmedo, M., Cruz, I. and Espinosa, M. (2020). Dialogic interactions, co-regulation and the appropriation of text composition abilities in primary school children. Learning, Culture and Social Interaction, 24(n/a), 100354. DOI: 10.1016/j.lcsi.2019.100354
Sharma, R. and Mullick, J. (2020). Psychosocial Interventions for Individuals with intellectual disability. In: G.T. Rejani (ed.) Developmental Challenges and Societal Issues for Individuals with Intellectual Disabilities (pp. 250–275). Pennsylvania, United States: IGI Global. DOI: 10.4018/978-1-7998-1223-4.ch013
Siegle, D., DaVia Rubenstein, L. and McCoach, D.B. (2020). Do you know what I'm thinking? A comparison of teacher and parent perspectives of underachieving gifted students' attitudes. Psychology in the Schools, 57(10), 1596–614. DOI: 10.1002/pits.22345
Smith, C.K. and Wood, S.M. (2020). Supporting the career development of gifted students: New role and function for school psychologists. Psychology in the Schools, 57(10), 1558–68. DOI: 10.1002/pits.22344
Strickland, W., Boon, R. and Mason, L. (2020). The use of repeated reading with systematic error correction for elementary students with mild intellectual disability and other co-morbid disorders: a systematic replication study. Journal of Developmental and Physical Disabilities, 32(n/a), 755–774. DOI: 10.1007/s10882-019-09718-9
Wu, J. and Vomočilová, J. (2020). Gifted and Talented School Activities for Students with Special Educational Needs through Drama Therapy. In: S. Ikuta (ed.) Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms (pp. 196-216). Pennsylvania, United States: IGI Global. DOI: 10.4018/978-1-7998-1400-9.ch013
Youssef, H.M. (2011). Surat altifl almaeaq almawhub fi al'aflam alsiynamayiyat alearabiat: dirasat tahliliat ‘The image of a gifted disabled child in Arab cinema films: an analytical study’. Majalat Dirasat Altufawlati, Jamieat Eayan Shams, Kuliyat Aldirasat Aleulya Liltufulati, 50(14), 43–50. [in Arabic]