Preparing teachers of learning disabilities to identify and support students with giftedness and learning disabilities (SGLD)‎ through professional development according to the kingdom of Saudi Arabia’s 2030 vision

Abstract EN

This study aimed to identify the importance of preparing teachers of students with learning disabilities to help realise the Kingdom’s Vision 2030.

The researcher conducted the qualitative approach (interviews) by holding interviewing with 18 teachers of learning disabilities from Al Madinah.

The study has concluded a number of resulted through the two sections.

Frislly, absence of SGLD-Specific Professional Development and the secondly, and the planning of professional development to achieve Vision 2030.

The findings suggest that there is a need for capacity building of SGLD teachers in keeping with Saudi Arabia’s Vision 2030.

The capacity-building process should be spearheaded by the Ministry of Education in Saudi Arabia.

The results will help teachers to seek optimal methods to identify and assist SGLD to achieve this aim.

The findings have implications for the Ministry of Education, which needs for schools and assessment systems to provide identification processes and supportive learning environments to enhance teachers’ ability to meet the needs of SGLD to achieve Vision 2030.