Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers“ and Parents” Perceptions in a Saudi Arabian Primary School

Faisal Alamiri, Michael Faulkner

Abstract

This study overviews the circumstances surrounding gifted children who manifest challenging behaviours at school, and where the explanatory use of the diagnostic descriptor, AD/HD, is invoked. Specifically, this qualitative research study in Saudi Arabia investigated the phenomenological and diagnostic confusion between giftedness and AD/HD. Three mainstream regular classroom teachers, one specialist teacher of gifted children, and the parents of three gifted children were interviewed. All participants’ perceptions focused on the behavioural dimensions of teacher-nominated gifted children at school and at home. In general, the results indicate that diagnostic confusions between giftedness and AD/HD were manifest, and teachers’ and parents’ perspectives differed. Some unanticipated and interesting data also emerged from the research. In discussion of the results, a number of themes relating to the misidentification of gifted children are discussed. Some educational implications for future research directions are offered.

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Keywords

featured, gifted, jeddah, study


APA Citation

, (). Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers“ and Parents” Perceptions in a Saudi Arabian Primary School. Australasian Journal of Gifted Education, 19(1), 6-15.


https://adhd.org.sa/?p=3319