Email this article 
HOW LEARNING DISABILITIES TEACHERS IN THE KINGDOM OF SAUDI ARABIA DEFINE STUDENTS WITH GIFTEDNESS AND LEARNING DISABILITIES
Abstract
Abstract: 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.
Keywords: giftedness and learning disabilities, learning disabilities teachers
BAGAIMANA GURU DARI SISWA DENGAN KESULITAN BELAJAR DI ARAB SAUDI MENDEFINISIKAN SISWA BERBAKAT DAN KESULITAN BELAJAR
Abstrak: Penelitian ini bertujuan untuk menggali bagaimana guru siswa berbakat dan kesulitan belajar (SGLD) mendefinisikan arti berbakat serta kesulitan belajar yang dialami oleh siswa mereka. Salah satu alasan utamanya adalah karena karena mereka merupakan orang yang seharusnya sangat dekat dengan siswa-siswa tersebut, sehingga mereka selayaknya lebih paham serta mengetahui karakteristik dari siswa berbakat tersebut. Alasan lainnya adalah karena sistem pendidikan di Arab Saudi belum banyak memberikan perhatian pada pendidikan bagi anak berbakat serta mengalami kesulitan belajar, yang salah satunya tercermin dari sedikitnya jumlah guru anak berbakat ini. Data kualitatif yang diperoleh dari interview dianalisis dengan analisis konten. Sembilan orang guru terlibat dalam penelitian ini. Hasil penelitian menunjukkan bahwa definisi guru SGLD sangatlah terbatas atau kurang, yang ditunjukkan dari kurangnya pengertian mereka tentang pengertian SGLD itu sendiri. Hasil penelitian ini dapat digunakan untuk membantu guru serta pihak terkait dalam menyediakan metode terbaik untuk mengidentifikasi serta membantu siswa berbakat serta kesulitan belajar.
Kata kunci: kebutuhan khusus dan kesulitan belajar, guru anak dengan kesulitan belajar
Keywords
Full Text:
PDFReferences
REFERENCES
Alamer, H. A. (2017). Exploring the experiences and insights of a twice-exceptional student finishing a college teacher preparation program: A case study (Unpublished doctoral dissertation). University of Northern Colorado.
Al-Hroub, A. (2011). Developing assessment profiles for mathematically gifted children with learning difficulties at three schools in Cambridgeshire, England. Journal for the Education of the Gifted, 34(1), 7‒44. doi: 10.1177/016235321003400102
Alsamiri, Y. A. (2018). Teachers’ perspectives of identifying students of Saudi primary students with giftedness and learning disabilities.Doctoral thesis, School of Education, University of New South Wales, Sydney, Australia.
Baldwin, L., Omdal, S. N., & Pereles, D. (2015). Beyond stereotypes understanding, recognizing, and working with twice-exceptional learners. TEACHING Exceptional Children, 47(4), 216–225.
Barnard-Brak, L., Johnsen, S. K., Pond Hannig, A., & Wei, T. (2015). The incidence of potentially gifted students within a special education population. Roeper Review, 37(2), 74‒83. doi:10.1080/02783193.2015.1008661
Berman, K. M., Schultz, R. A., & Weber, C. L. (2012). A lack of awareness and emphasis in preservice teacher training: Preconceived beliefs about the gifted and talented. Gifted Child Today, 35(1), 18‒26. doi: 10.1177/1076217511428307
Berninger, V. W., & Abbott, R. D. (2013). Differences between children with dyslexia who are and are not gifted in verbal reasoning. Gifted Child Quarterly, 57(4), 223–233. doi: 10.1177/0016986213500342
Besnoy, K. D. (2006). Successful strategies for twice-exceptional children. Waco, TX: Prufrock Press.
Bianco, M., & Leech, N., (2010). Twice-exceptional learners: Effects of teacher preparation and disability labels on gifted referrals. Teacher Education Division of the Council for Exceptional Children , 33(4), 319–334. doi:10.1177/0888406409356392
Bracamonte, M., (2010). 2e students: Who they are and what they need. Retrieved from http://www.thelangschool.org/News/2e_Newsletter_Issue_39.pdf
Brody, L. E., & Mills, C. J. (1997). Gifted children with learning disabilities: A review of the issues. Journal of Learning Disabilities, 30(3), 282‒296. doi: 10.1177/002221949703000304
Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental neuropsychology, 33(3), 205–228.
Burnard, P. (1996). Teaching the analysis of textual data: An experiential approach. Nurse Education Today, 16(8), 278–281. doi: 10.1016/S0260-6917(96)80115-8
Carter, S. (2013). From disability to learning gap. How some schools have accomplished it. In: Biennial Joint Conference for Learning Difficulties (LDA 2013) (pp. 1–1). Brisbane, Australia.
Chamberlin, S. A., Buchanan, M., & Vercimak, D. (2007). Serving twice-exceptional preschoolers: Blending gifted education and early childhood special education practices in assessment and program planning. Journal for the Education of the Gifted, 30(3), 372‒394. doi: 10.1177/016235320703000305
Crepeau‐Hobson, F., & Bianco, M. (2011). Identification of gifted students with learning disabilities in a Response‐to‐Intervention era. Psychology in the Schools, 48(2), 102‒109. doi: 10.1002/pits.20528
Dai, D. Y., & Chen, F. (2013). Three paradigms of gifted education in search of conceptual clarity in research and practice. Gifted Child Quarterly, 57(3), 151‒168. doi: 10.1177/0016986213490020
Dare, L., & Nowicki, E. A. (2015). Twice-exceptionality: Parents’ perspectives on 2e identification. Roeper Review, 37(4), 208–218.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62, 107–115. doi: 10.1111/j.1365-2648.2007. 04569.x
Foley-Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? GiftedChild Quarterly, 55(1), 3‒17. doi: 10.1177/0016986210382575
Francis, J. J., Johnston, M., Robertson, C., Glidewell, L., Entwistle, V., Eccles, M. P., & Grimshaw, J. M. (2010). What is an adequate sample size? Operationalising data saturation for theory-based interview studies. Psychology and Health, 25(10), 1229‒1245. doi: 10.1080/08870440903194015
Gari, A., Mylonas, K., & Portešová, S. (2015). An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers. Gifted Education International, 31(3), 271–286.doi: 10.1177/0261429413511887
Geary, D. C. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics. Journal of Developmental and Behavioral Pediatrics: JDBP, 32(3), 250–263.
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24, 105–112. doi: 10.1016/j.nedt.2003.10.001
Hodgetts, S., Nicholas, D., & Zwaigenbaum, L. (2013). Home sweet home? Families’ experiences with aggression in children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28, 166–174. doi: 10.1177/1088357612472932
Hsieh H.- F., & Shannon, S. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15, 1277–1288.doi: 10.1177/1049732305276687
Jarwan, F., & Al-Abbadi, Z. (2014). The effect of an instruction program based on the creative problem solving model on developing creative thinking skills of gifted students with learning disabilities. Association of Arab Universities Journal for Education and Psychology, 12(1), 11‒43.
Johnsen, S. K., & Kendrick, J. (2005). Teaching gifted students with disabilities. Prufrock Press Inc
Krochak, L.A. & Ryan, T.G. (2007). The challenge of identifying gifted/learning disabled students. International Journal of Special Education, 22(3), 44‒53.
Leggett, D. G., Shea, I., & Wilson, J. A. (2010). Advocating for twice-exceptional students: An ethical obligation. Research in the Schools, 17(2), 1–10.
Lo, C. C., & Yuen, M. (2014). Coping strategies and perceived sources of support among gifted students with specific learning disabilities: Three exploratory case studies in Hong Kong. Gifted and Talented International, 29(1–2), 125–136.
Lovett, B. J., & Sparks, R. L. (2011). The identification and performance of gifted students with learning disability diagnoses: A quantitative synthesis. Journal of Learning Disabilities, 46(4), 304‒316. doi: 10.1177/0022219411421810
Maddocks, D. L. (2018). The identification of students who are gifted and have a learning disability: A comparison of different diagnostic criteria. Gifted Child Quarterly, 62(2), 175‒192.
Mayes, R. D., Harris, P. C., & Hines, E. M. (2016). Meeting the academic and socio-emotional needs of twice exceptional African American students through group counseling. In J. Lawson Davis & J. L. Moore (Eds.), Gifted children of color around the world: Diverse needs, exemplary practices, and directions for the future (Advances in race and ethnicity in education, Vol. 3, pp. 53–69). Emerald Group Publishing.
Patel, M., & Rose, J. (2014). Students’ attitudes towards individuals with an intellectual disability. Journal of Intellectual Disabilities, 28(4), 90–103. doi: 10.1177/1744629513511355
Pepanyan, M., Fisher, M., & 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.
Pereles, D., Omdal, S., & Baldwin, L. (2009). Response to intervention and twice exceptional learners: A promising fit. Gifted Child Today, 32(3), 40‒51.
Purwanta , E; Hermanto, H., Harahap , F. 2016. Analisis kebutuhan untuk berwirausaha pada siswa berkebutuhan khusus. CakrawalaPendidikanNo 3 (2016).doi: http://dx.doi.org/10.21831/cp.v35i3.11444
Ronksley-Pavia, M. (2015). A model of twice-exceptionality: Explaining and defining the apparent paradoxical combination of disability and giftedness in childhood. Journal for the Education of the Gifted. Retrieved from http://jeg.sagepub.com/content/early/2015/06/29/0162353215592499 abstract doi: 10.1177/0162353215592499
Ruban, L.M. (2005). Identification and assessment of gifted students with learning disabilities. Theory Into Practice, 44(2), 115‒124. doi: 10.1207/s15430421tip4402_6
Scott, M. T., Mayes, R. D., Griffith, K. G., Garrett, M. T., & Watkins, J. (2015). Effective involvement with urban special education services: What every school counselor should know to support Black male students. In M. Henfield & A. Washington (Eds.), Black mal e student success in 21st century urban schools: School counseling for equity, access, and achievement (pp. 173–194). Charlotte, NC: Information Age Publishing
Song, K., & Porath, M. (2011). How giftedness coexists with learning disabilities: Understanding gifted students with learning disabilities (GLD) in an integrated model of human abilities. Talent Development and Excellence, 3(2), 215–227.
Trail, B. A. (2011). Twice-exceptional gifted children: Understanding, teaching, and counseling gifted students. Waco, TX: Prufrock Press.
Vaughn, S., Wanzek, J., Murray, C. S., & Roberts, G. (2012). Intensive interventions for tudents struggling in reading and mathematics: A practice guide. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Wellisch, M., & Brown, J. (2012). An integrated identification and intervention model for intellectually gifted children. Journal of Advanced Academics, 23(2), 145‒167. doi: 10.1177/1932202X12438877
Willard-Holt, C., Weber, J., Morrison, K. L., & Horgan, J. (2013). Twice-exceptional learners’ perspectives on effective learning strategies. Gifted Child Quarterly, 57(4), 247‒262. doi: 10.1177/0016986213501076
Wong, M. (2013). Finding the lost treasure: A literature review of defining and identifying gifted and talented children in early childhood settings in Aotearoa New Zealand. Te Iti Kahurangi: School of Education E-Journal, 1, 93–101.
Wood, S. (2012). Examining parent and teacher perceptions of using the Conners 3 (An exploratory study). Roeper Review, 34, 194–204.
Wormald, C. (2009). An enigma: Barriers to the identification of gifted students with a learning disability (Unpublished doctoral thesis). School of Education, University of Wollongong, New South Wales, Australia.
Wormald, C. (2011). Teachers’ knowledge of gifted learning disabled children in NSW. In C. Wormald, & W. Vialle (Eds.), Dual Exceptionality (pp. 87‒94). Wollongong: Australian Association for the Education of the Gifted and Talented.
Wormald, C., & Clark, T. (2018). Gifted students with disability: Twice-exceptional learners. In J. L. Jolly, & J. M. Jarvis (Eds.), Exploring Gifted Education (pp. 60–75). New York: Routledge.
Wormald, C., Vialle, W., & Rogers, K. (2014). Young and misunderstood in the education system: A case study of giftedness and specific learning disabilities. Australasian Journal of Gifted Education, 23(2), 16–28.
Yssel, N., Adams, C., Clarke, L. S., & Jones, R. (2014). Applying an RTI model for students with learning disabilities who are gifted. Teaching Exceptional Children, 46(3), 42‒52.
Zhbanova, K. S., & Rule, A. C. (2018). Editorial: Spotlight on Edward de Bono: Thinking skills and twice-exceptional gifted learners applied to Mars mysteries in NASA photographs. Journal of STEM Arts, Crafts, and Constructions, 3(1), 1–11.
DOI: https://doi.org/10.21831/cp.v38i3.21566
Refbacks
- There are currently no refbacks.
Social Media:
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.
