واقع اكتشاف و رعاية التلاميذ الموهوبين في مدارس التعليم العام بالمملكة العربية السعودية من وجهة نظر القائمين على العملية التعليمية بالمنطقة الشرقية

الملخص EN

The objective of the current research is to understand the current reality of discovering and nurturing gifted students in the educational system in Saudi Arabia, in the Eastern Province.

In addition, to identify the type of the enrichment programs provided in schools for gifted students, the teaching methods used with them and the type of the training programs provided to talented students and the individuals nurturing them as well as the problems arising during the process. The researcher adopted the descriptive method.

The sample consisted of (29) teachers of gifted students (17) males and (12) females, who were randomly chosen.

The researcher used an open-ended question to identify the methods and tools used to discover and nurture the gifted, to know the type of the enrichment programs used with them, and what problems arise for the nurturers.

A questionnaire was used to identify ways of discovering and nurturing gifted people from the point of view of teachers, the types of enrichment programs and the curricula offered to them, in addition to the training programs received by those responsible for the discovery and nurturing of talented people.

After the calculation of persistence, the study found that there are mostly special practices for the discovery of talented students in schools in the Kingdom of Saudi Arabia in the Eastern Province, and there is mostly care for them.

There are often a number of enrichment programs that sometimes offer their own curricula and often a number of training programs for the ones teaching the gifted.

However, when looking at teachers' answers to the study tools (the open-ended question and questionnaire), a few points became clear through analysis.

This entails; the lack of specialized teachers, the lack of accurate information about the gifted, the lack of enrichment programs, poor equipment, lack of enrichment programs, lack of funding and preparations, lack of classes for the enrichment curricula and inadequate curricula for gifted people.

For teachers, lack of training programs.

As well as, lack of special classes or schools specifically for gifted students, lack of cooperation between private sectors, schools and parents.

Lack of awareness in families for giftedness, problems of taking students out of classes to practice in enrichment programs.