Primary school teachers’ knowledge of differentiation for students with giftedness and learning disabilities in mixed-abilities classrooms in Saudi Arabia

Abstract

Primary school students with both giftedness and learning disabilities (SGLD) in inclusive educational settings may not always receive a differentiated curriculum. Differentiation in all-level classrooms is necessary for consistently meeting the needs of SGLD. There is insufficient research on teachers’ knowledge of SGLD and differentiation in Saudi Arabia and the Middle East. To fill this knowledge gap, we interviewed 9 primary school teachers in Madinah, Saudi Arabia. The interview data were analysed using content analysis. Our conceptual framework is based on the theories of Howard Gardner, who believe that all students learn in different ways. We also considered Lev Vygotsky’s view that students learn best with instructions that meet their individual developmental level and address their zone of proximal development. Our findings suggest that teachers are willing to teach SGLD along with other students in the same classroom. Although they understand that differentiation is important, they were not implementing it for SGLD. Professional training and development related to teaching SGLD can improve the educational outcomes for SGLD. These results can assist teachers and educational personnel to seek optimal methods to identify and assist SGLD in Saudi Arabia and other regions. Finally, we provide recommendations for accommodations, strategies, and a differentiated curriculum for SGLD in primary schools.