dual exceptionalities
This is mythesis topic: Saudi primary teachers’ perspectives of the identification of students with dual exceptionalities, specifically
students with a com ination of giftedness and learning disabilities
These are my research question
1.What are Saudi primary teachers’
perspectives of students with giftedness and learning disabilities?
Do teachers identify students with giftedness and earning
disabilities? If so, how (e.g.,what identification processes, such as observation, diagnostictests, if any, are used)?
3. How well do
teachers’ perspectives of SGLD correlate with their efficacy beliefs for identifying and teaching students with SGLD?
4. What are the
demographic factors influencing teacher perspectives of students with giftedness and learning disabilities? Do they include the following
(1) current teaching position (whether they are special or mainstream education teachers); (2) gender; (3) specifically training in SGLD;
(4) qualifications; (5) experience; (6) teacher’s class level and (7) teacher’s age
Please writer blow isthe table I have got this
information (statement) from my literature review chapter
Please I want you to write the questionnaire for the survey, so I want you
writerthe questionnaire from the statements
lwant you to read my topic and my research questions as you see above. Then I need the
questionnaires are flow (which question come first and please make the questionnaire short not that long statement)
Structure and
organize the questionnaire in such a waythat it,first, makes sense to respondents and, second, avoids leaving the choice ofthe order in
which questions get answered up to the respondent
l have written 73 statements. I gotthem from my literature review chapter, so use only
the statement related to my topic and research questions forthe survey
I want you write about 50 questionsforthe survey and all
questions must be from the table blow with modification if needed, please make the questionnaire flow
(SGLD ) mean students with
giftedness and learning disabilities
I hope to make my order clear and if you have any questions don’t hastate to ask me before
starting write the survey
Appendix 2. The surv ey (Teachers’ perspectives Questionnaire)
No Statements Strongly
Disagree Disagree Neutral Agree Strongly Agree
1. primaryteachers in KSA have the training and knowledge to identify GSLD
2. Current assessment method are effective for identifying GSLD
3. Classroom teachers, special education teachers all work
together effective to meetthe needs and deliver services to SGLD
4. Professional development is provided forteachers to understand
identification and meet the needs of SGLD
5. How confident are you that your current understandiréjg of and experience with SGLD
enables you to make appropriate evaluation referrals of S LD
6. understanding ofthe needs of SGLD and aboutteaching to meet those
needs
7. schools should offer special educational services forthe SGLD
8. Students who differ markedly in ability level
from
the average learner should be taught in special
classes to fully meet their needs
9. Our schools should offer services forthe
SGLD
10. Some underachievers are actually gifted children.
11. The specific educational needs ofthe SGLD are too often
i nored in our schools.
1%. SGLD might become vain or egotistical ifthey are given special attention
13. Teacher need greater
knowledge and understand of identification of SGLD
14. Teacher need greater knowledge and understand of characteristic of
SGLD
15. How confident are you that your current understanding of and experience with SGLD enables you to make appropriate
evaluation referrals of SGLD
16. Teacher need greater knowledge and understanding ofthe proceduresfor selecting SGLD for
ro rams
137.9 The is a common understanding ofthe meaning of SGLD in schools (teachers, administrators)
18. Teachers’
perceptive do not affect their identification of SGLD.
19. _All teachers should be trained to recognize SGLD attributes in
minorities.
20. All teachers should be required to attend multicultural education training.
21. Have you ever received
multicultural and/or div ersitytraining
22. All teachers should be required to attend diversity and sensitivity
training.
23. Identification of SGLD should focus on measures beyond IQ tests, achievementtests and grades
24. It is unusual
to find more than one ortwo SGLD per school
25. SGLD can sometimes be masked by a disability such as dyslexia,
ADHD,etc.
26. SGLD may have behavioural problems.
27. SGLD may be obsessive about theirfavourite subject/topic,
etc.
28. SGLD have verbal skills above their chronological age.
29. Standardised tests are not adequate for assessing
SGLD.
30. Schools should provide training for teachers in SGLD.
31. Teachers are resistantto the notion of
SGLD
32. Teachers may consider that there is not enough time to meet the needs of SGLD
33. The ministry of education in KSA
should implement specific policies for identifying SGLD
34. It is my responsibility to identify SGLD
35. SGLD could be
identify by nomination teachers
36. lfeel thatthe major difficulty in initiating a SGLD program is lack of governmentfund initiate
programs for the SGLD
37. In orderto better identification GSLD in our school, I thank teacherwant more and opportunity to learn
content
38. In orderto better serve GSLD in our school, I thankteacher want more and opportunity to learn new waysto identify SGLD
39. General-classroom teachers have the abilities necessary to work with SGLD
40.
Public school teachers have
sufficient trainin to teach SGLD
41. Public sclhool teachers have sufficient training to identify SGLD
42. ldentifying
SGLD is better done by special education teachers instead of general classroom teachers.
43. Students with giftedness and mild
learning disabilities do not know howto work harder on their academic obligations in orderto reach their full
potential
45. Primary schoolteachers are puzzled by the ups and downs seen in the performance profiles of students with giftedness
and learning disabilities (LDs).
46. gifted learners with mild learning disabilities, exhibit superior aptitude in one or more
intellectual areas
47. gifted learners with severe learning disabilities bright students identified as having learning disabilities
often fail in school
48. Invisible Gifted students’ hidden gifts and difficulties might sometimes be apparent in specific subject
areas, but not across the board. In other cases, these students’ hidden talents and difficulties can be manifested by a classroom teacher
or special education teacher who prefers using creative approachesto learning
49. Invisible Gifted, it is often difficult to identify
these students atthe primary school level.
50. Difficulties identifying SGLD are largely responsible for these students being
underserved
51. teachers can help nurture talents of students with giftedness and remediate any learning disabilities
52. In
summary, it is quite clearfrom the literature that the identification of SGLD is not an easy task. Its success is influenced bythe
training and knowledge of primary teachers, who might have inadequate knowledge on howto identifythese students, who might remain
undiagnosed underachievers. This leavestheir special needs underserv ed until later in school life or life after school
53. It is
important to determine what primary teachers know about the characteristics of these students
54. If these teachers understand that a
student can be gifted and simultaneously have a learning disability and are cognisant ofthe unique characteristics ofthese individuals,
they are better equipped to modify their teaching styles and curriculum to accommodate the needs of SGLD. This is critical to help these
students avoid underachievement and failure to use their giftsto their advantage
55. Characteristics,which are importantfor
teachersto know in orderto better, identify such students. They possess outstanding gifts, but have disadv antagesthat make academic
achievement difficult
56. characteristics are not generalizable to all students classified SGLD since every student has his/her own
inimitable develo ment atterns
57. Students with giftedlness and learning disability are often perfectionists who become excessively
critical ofthemselv es or others mayfail to complete assignments and appear distracted and often protest at being made to engage in basic
skill repetition and drill
58. Some SGLD may1display very different characteristics from each other. For instance, those with reading
disabilities may have igh verbal orvisual-motor aptitude, high creativity, boredom with grade-level or below-grade-level reading,variable
scores on achievementtests in reading sections, and improved performance afterthe implementation of compensation
strategies
59. although SGLD can achieve average grades owing to steady compensatory strategies,they tend to show patterns of
learning thatfeature in disabled children
60. SGLD often need adequate additional time for processing when completing homework or
classroom work
61. SGLD tend to generalize theirfeelings of academicfailure to an overall sense of inadequacy (Baum, 1990). Often
rated by teachers asthe most disruptive at school (Baum 8. Owen, 1988)
62. Teachers need to be aware ofthe characteristics of
giftednessto ensure that these students are not labelled incorrectly and harmfully. It is imperative that teachers attend to the gift as
well asthe learning disability
63. ifthese students cannot be officially recognised for placement, then offering such programmes is
futile. It is noteworthythatthere has been a fall in the number of recognised students for placement in such specialist programmes,
although research has materialized into suitable programming for such SGLD (4).
64. These are the children who are ifted
intellectually, but their gifts have not been transformed into talents. Aprogram is not useful in recognising those who possess giftedness
but have not accomplished academic outcomes
65. The support ofthe teachers ofthe gifted children togetherwith the special
education teachers is essential for the smooth running of suitable educational programsfor SGLD
66. Teachers required training to
dev elop optimistic behaviour towards SGLD
67 The major difficulty in identifying those students in primary schools isthat there are
many SGLD who fail to meetthe qualification requirements for either gifted programs or special needs services
70. reason that
teachers are much more likely to refer gifted students who do not have LD than gifted students who do have LD for placement in gifted and
talented programs
71. Teachers who have been trained in these areas are likely to have less prejudice against gifted students,
compared to teachers in primary classes who have not been through similar training, or have less information and expertise in assisting the
gifted students
72. in-service, postgraduate and pre-service training in gifted education leadsto better comprehension of gifted
education and giftedness
73. training ofteachers should addressthe underlying core human belief about students who have gifts and
learning disabilities
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