Reality of Educational Polices Related to Gifted Education Programs in the Kingdom of Saudi Arabia

Abstract

This study aimed to explore the reality of
educational polices related to gifted education programs in
the kingdom of Saudi Arabia, as viewed by specialists who
work in gifted education.
A randomly selected sample consisted of (207) of people
who work in gifted education. The sample represented
(20.45%) of the study population.
For the purpose of this study, a questionnaire was
conducted to cover three different aspects of Educational
Polices. Cronbach alpha for the questionnaire was (0.96).
Data was analyzed quantitatively; besides that, some
related official documents were analyzed qualitatively.
Findings of the study revealed that no statistically
significant differences (α=0.05) in responses of the people
in the sample due to any of the variables. Also, findings
revealed, that assessments by the staff in gifted education to
the reality of educational policies were Not satisfactory
enough and vulnerable.
Based upon findings, the researchers recommended to
convert major polices to be clear operational policies and
applicable in the field of education, in order to pursue
global standards.