Gifted Education in Saudi Arabian Educational Context: A Systematic Review
DOI:
https://doi.org/10.18533/journal.v9i4.1895Abstract
The educational dynamics for the gifted students have a catalyzed effect on the global educational endeavor. Similarly, the Kingdom of Saudi Arabia (KSA) has also developed educational policies for meeting and expanding the scope of gifted education. The study, therefore, aims to identify the pattern of giftedness among the Saudi educational practices and research. A literature search was carried out at a broad spectrum from different libraries and scholarly platforms including; Medline, ERIC, PubMed, and Google Scholar to retrieve quality studies. This literature search discussed goals, practical strategies, assumptions, and major approaches associated with paradigms of gifted education from 2009-2018. The findings of this study showed that gifted education in Saudi educational context evolves around three integrated paradigms; gifted child, talent development, and differentiated instruction. However, the findings indicated that differentiated instruction has an exclusive manner in which the identified gifted students are instructed in a sperate classes through the pull-out programs, rather than in mainstream classes. In particular, the study showed that the talent development and differentiation in pull-out programs were the two paradigms specifically associated with gifted education practices in Saudi Arabia. Gifted child paradigm embedded within the talent development and differentiation paradigm. The study highlighted two emerging paradigms of giftedness in Saudi Arabian context; one is the participatory paradigm and second is the creative productivity.
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