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3.3.2 Cancelled

The purpose of this paper is to explore teachers’ perceptions of the acceleration policy and their experiences while teaching accelerated gifted and talented students in the regular classroom in Saudi Arabian schools. Participants were 15 classroom teachers from different schools. Qualitative data were gathered from semi-structured interviews. The overall findings demonstrate teachers’ capacities to undertake critical reflection on the acceleration policy and on their actual instructional practices for the accelerated gifted and talented students. Two major themes are highlighted in this presentation: (1) elements of an acceleration policy; and (2) the synergistic interaction between teacher competence and teacher confidence.

Author(s):

Faisal Alamiri
faisalgift@hotmail.com
The University of Jeddah
Saudi Arabia

Dr. Faisal Alamiri, has extended specialty in gifted education including Bachelor, Master, and Ph.D, assistant professor in giftedness and creativity, and Chair of Special Education Department at the Faculty of Education, The University of Jeddah. He is a member of the strategic committee for developing the policies, initiatives, and academic programs at the University of Jeddah. He is a member of the executive committee of The Asia-Pacific Federation on Giftedness (APFG). He teaches gifted education and creativity courses at postgraduate level. His research interest focuses on gifted education policies, curriculum and pedagogy, and creativity.