Using educational design principles to develop a proposed model for the care of talented students with special talents

Abstract:
The aim of the research was to identify the existence of a special model for the gifted teacher to help him design and build a program for the care of gifted students with special talents, and the extent to which the gifted teacher faced difficulties and obstacles in designing and building a program for gifted students with special talents. And its ability and knowledge to use the principles of instructional design (analysis, design, development, application, evaluation) when designing and building a program for the care of gifted students with special talents. A sample questionnaire was presented to a sample of 80 gifted teachers in Riyadh schools, out of the total number of gifted teachers (number of gifted teachers in Riyadh schools) 86.30%. The gifted teacher faces difficulties and obstacles in designing and building a program for the care of gifted students with special talents 86.30%.، does not have73.80%, gifted students with special talents currently applied in schools are not subject to quality standards73.80%, gifted teachers do not have evidence 72.50% that a gifted teacher does not have the knowledge and ability to use the principles of instructional design analysis, design, development, application, evaluation when designing and building a program for caring for gifted students Of people 7.30% the current methods and methods in schools are not suitable for the care of talented students with the talents 65.10%the current care programs do not contribute to the development of talents of gifted students with special talents by 58.80%Gifted Education in Schools does not achieve its goals in caring for gifted students with special talents 53.80% The gifted teacher does not use the scientific foundations when designing and building a program for caring gifted students with special talents 48.80% school teachers Specialists do not contribute to the development of the talent teacher's ability In the design and construction of sponsorship programs for talented students with special talents 48.80%the gifted teacher's provision of sponsorship programs for gifted students with special talents is not convincing to the school community at 47.60%.