HOW LEARNING DISABILITIES TEACHERS IN THE KINGDOM OF SAUDI ARABIA DEFINE STUDENTS WITH GIFTEDNESS an‎d LEARNING DISABILITIES

This study set out to examine how learning disabilities teachers define Students with Gifted and Learning Difficulties (SGLD). One rationale for interviewing learning disabilities teachers is that they work with students with learning disabilities and may be more aware than others of some of the characteristics of SGLD. The other rationale is that the education system in the Kingdom of Saudi Arabia does not focus on giftedness very much, and therefore, only a small number of teachers of giftedness were available for this study. The qualitative data garnered from the interviews were analysed using content analysis. Nine learning disabilities teachers participated in this study. Findings from the study suggested that the learning disabilities teachers’ definitions of SGLD are limited, indicating a lack of understanding of the characteristics of SGLD. The results of this study may assist teachers and educational personnel in seeking the optimal methods to identify and assist SGLD.