الخصائص السلوكية للموهوبين ذوي الإعاقة السمعية في برامج الدمج من وجهة نظر معلميهم : دراسة مقارنة

الملخص EN

This paper studies to which extent behavioral features of gifted students with hearing disabilities can appear and be noticed by teachers in both partial and total integration programs.

It also identifies the differences in the behavioral traits considering the two sides of talent: learning gains and creativity.

The study adopts the comparative descriptive approach and uses the behavioral traits scale for gifted students with hearing disabilities.

Forty-one mixed gender teachers are examined from intermediate and secondary schools and partial and total integration programs in Al-Ahsa.

The study finds that students with hearing disabilities in both total and partial integration programs have behavioral traits of talent to a moderate degree, as perceived by their teachers, with no statistically significant differences due to the type of integration.

However, there is a difference in the extent to which some traits may appear.

Tests also show that motivation is significantly higher among students in total integration programs.

However, the psychomotor trait is more prominent among students in partial integration programs.

There is not a statistically significant impact of teacher's specialization and experience on students’ behavior.

In addition, the study reveals that the male students’ curiosity is higher than the females’, while females are more sensitive to problems.

The study recommends the implementation of training programs for male and female teachers interested in using the behavioral traits scale for the gifted children with hearing disabilities and, using it for all types of special needs education programs.