Introduction
The education of gifted individuals has been the subject of global research, with the aim of improving approaches that meet their cognitive and socio-emotional needs. In the Kingdom of Saudi Arabia, three main approaches are employed: (1) mainstream schools with integration of gifted students, (2) specialized schools for the gifted, and (3) dedicated classrooms within mainstream schools. This comparative study examines the effectiveness of these three approaches through quantitative and qualitative data obtained from gifted secondary school students and their parents.
Methodology
The study was conducted with a sample of 300 gifted students from different regions of Saudi Arabia, enrolled in the three types of educational programs. Parents of these students also participated, providing additional insights. Standardized questionnaires and rating scales were administered, as well as qualitative analyses of open-ended responses. Data processing involved descriptive and inferential analyses, with appropriate statistical tests to compare the three groups.
Results
The findings indicate that programs in specialized schools for gifted children resulted in higher student satisfaction, particularly with regard to curricular complexity, socioemotional support, and extracurricular opportunities. In contrast, students in dedicated classrooms within regular schools reported the need for greater institutional support and specialized teacher training. On the other hand, the integration approach in regular schools presented limitations in curricular adaptation and interaction with academic peers at similar ability levels. Parents of students in specialized schools reported greater satisfaction with their children’s academic performance and emotional development, while those whose children attended regular schools reported concerns about social and motivational development.
Discussion
The data reinforce the need for an adaptive teaching model that combines academic challenges with psychosocial support. Families’ preference for specialized schools reflects the importance of differentiated curricula and teachers trained in specific methodologies for gifted children. However, the existence of institutional barriers and structural limitations suggests that dedicated classrooms within regular schools could be optimized through better pedagogical resources and teacher training programs.
Conclusion
Analysis of approaches adopted in Saudi Arabia indicates that gifted-only educational models are more effective in promoting academic advancement and emotional support. However, for a more equitable education system, it is essential to implement reforms that improve gifted education in regular schools, ensuring that all options can adequately meet the needs of these students.
Reference :
ALQAHTANI, Rabee Ayed M. A comparative study of three different approaches to gifted education in the Kingdom of Saudi Arabia. 2024. Thesis (Doctorate in Education) – University of Wollongong, Wollongong, 2024.
