واقع استخدام معلمي الطلاب الموهوبين لاستراتيجيات التعليم المتمايز و معوقات تطبيقها

الملخص EN

This study aims to determine the degree of using differentiated instruction strategies by gifted students’ teachers, as well as to identify the most important obstacles from their perspective when they apply differentiated instruction strategies in gifted classes, in Riyadh and in light of some demographic variables, such as (gender, teaching experience, workplace, and training courses).

To achieve its objectives, the study used the descriptive and analytical method.

It also used a questionnaire of the reality using differentiated instruction strategies by gifted students' teachers and the obstacles to their application (prepared by the researchers), where the study sample consisted of (54) gifted male teachers and (34) gifted female teachers.

The study results indicated that the degree of application of differentiated instruction strategies by the teachers of gifted students in Riyadh was very obvious whereas the difficulties faced by the gifted students’ teachers when applying the differentiated strategies education were very weak.

The study also indicated that there are no significant statistical differences in the extent of application of the differentiated instruction strategies by the gifted students’ teachers due to variables, such as (gender and teaching experience).

However, the study found significant statistical differences in the level of application of differentiated instruction strategies by gifted students’ teachers in two variables i.e.

(workplace and training courses) in the advantage of those working in private schools and those who attended differentiated instruction trainings.