Developing policies for twice-exceptional students in Saudi Arabia

This study aimed to develop a new policy for twice-exceptional students in Saudi Arabia by providing practical steps that are presented in important recommendations for the future of these students in Saudi Arabia’s education policies. This study falls methodologically within a critical qualitative research framework. This study began with a comprehensive literature review and a critical analysis of relevant policy, which is the current special education policy in Saudi Arabia. The analysis investigated the extent to which this policy, which includes in its provisions 10 categories of disabilities, including the gifted, contributes to how to identify and serve students with disabilities and gifted students. Then, interviews were conducted with stakeholders to gain knowledge about their experiences and perspectives towards current special education student programs, including possible future programs for twice-exceptional students. Based on the critical paradigm, three analytical frameworks, the Discourse Historical Approach (DHA) (Wodak, 2015), the Critical Policy Analysis in Education (CPAE) (Diem et al., 2014), and the Key Policy Threads (5Ps) (Ledger et al., 2015) were used to analyse the relevant policy document data as the first phase, as well as the participants’ discourses as the second phase of this study. Accordingly, these phased processes, which are policy analysis and participants’ data, helped extract practical recommendations for twice-exceptional students.

Therefore, it is hoped the recommendations derived from the analysis of this study will contribute towards the future of special education in Saudi Arabia, particularly for students identified as twice-exceptional. The recommendations made here will help educational policymakers in the Ministry of Education in Saudi Arabia to consider the possibility of adding a new category to the special education policy. Additionally, the recommendations highlight the necessity of providing programs and support for twice-exceptional students in schools. This contributes to further attention to the need for appropriate assessment systems and nurturing teaching environments to enhance teachers’ abilities and skills to meet these students’ unique needs.