فيما يلي قائمة منسقة للدراسات المنشورة المتعلقة بالجوانب المختلفة لاضطراب فرط الحركة وتشتت الانتباه في المملكة العربية السعودية. إذا كنت تعرف أي دراسات أخرى عن اضطراب فرط الحركة وتشتت الانتباه في المملكة العربية السعودية وترغب بإدراجها ضمن هذه القائمة، نرجو التواصل معنا هنا.
يمكنك أيضًا العثور على مزيد من الدراسات من المملكة العربية السعودية في هذه القائمة الكاملة للمنشورات ذات الصلة بترتيب زمني ، بالإضافة إلى قائمة بالأطروحات ذات الصلة التي تم توفيرها عبر الإنترنت.
ملاحظة: ما لم يُذكر على وجه التحديد ، فإن الدراسات أدناه لم يتم إجراؤها أو دعمها من قِبل الجمعية السعودية لاضطراب فرط الحركة وتشتت الانتباه، وتم توفيرها هنا كمصدر للباحثين فقط.
دراسات شمولية
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.
Keywords
featured, gifted, jeddah, study, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Faisal Alamiri,Michael Faulkner," year="2010" title="Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers’ and Parents’ Perceptions in a Saudi Arabian Primary School" volume="19" issue="1" journal="Australasian Journal of Gifted Education" shortjournal="Australasian Journal of Gifted Education" startpage="6" endpage="15" articlenum="" doi=""]نسبة الشيوع
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.
Keywords
featured, gifted, jeddah, study, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Faisal Alamiri,Michael Faulkner," year="2010" title="Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers’ and Parents’ Perceptions in a Saudi Arabian Primary School" volume="19" issue="1" journal="Australasian Journal of Gifted Education" shortjournal="Australasian Journal of Gifted Education" startpage="6" endpage="15" articlenum="" doi=""]المعرفة والوعي
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.
Keywords
featured, gifted, jeddah, study, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Faisal Alamiri,Michael Faulkner," year="2010" title="Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers’ and Parents’ Perceptions in a Saudi Arabian Primary School" volume="19" issue="1" journal="Australasian Journal of Gifted Education" shortjournal="Australasian Journal of Gifted Education" startpage="6" endpage="15" articlenum="" doi=""]التشخيص
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.
Keywords
featured, gifted, jeddah, study, awarenessCitation
[research_citation style="APA" pubtype="journal" authors="Faisal Alamiri,Michael Faulkner," year="2010" title="Challenging Gifted Children and the Phenomenon of AD/HD: A Qualitative Study of Teachers’ and Parents’ Perceptions in a Saudi Arabian Primary School" volume="19" issue="1" journal="Australasian Journal of Gifted Education" shortjournal="Australasian Journal of Gifted Education" startpage="6" endpage="15" articlenum="" doi=""]دراسات شمولية
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.