A Proposed Model for Integrated Talent Nurturing in Light of the Integration of Abilities, Passion, and Community Support

Abstract

The current study aimed to present a model for the integrated nurturing of gifted students. The study adopted a qualitative approach using grounded theory methodology and employed semi-structured interviews as a tool for data collection. The study sample consisted of seven participants who were practitioners in the educational field and affiliated with gifted education departments in Saudi Arabia.

The study identified several key themes regarding tools and mechanisms for identifying gifted students, with the Multidimensional Aptitude Battery Test being the primary tool used for recognition. Additionally, complementary tools such as teacher nominations, parent nominations, and students’ self-nominations were also utilized.

The study revealed various methods for nurturing gifted students, ranging from specialized gifted schools and classes, placement in focused programs designed for the gifted, skill development through specialized programs, and the implementation of an acceleration system.

In light of the findings, a proposed model was developed, consisting of three main components: the presence of abilities or aptitudes in a specific talent domain, the existence of passion and interest from the student in that domain, and the availability of community awareness and support for the student’s talent field.