Generally, results of the study indicated that the scale is valid for use in identifying Saudi's kindergarten-gifted children. In addition, there were significant differences between gifted and nongifted children in all dimensions. There also were differences between three stages of age for the advantage of the older ages. Results indicated that there were differences between males and females in the dimensions of motivation and language characteristics favoring females, and in the dimension of the logical/mathematical thinking favoring males. A factor analysis yielded five dimensions of behavioral characteristics including: motivation and the desire to learn, language characteristics, learning characteristics, personality characteristics, and logical/math thinking characteristics. Reliability of the scale was calculated using the split-half (.83) and Cronbach's α (.84). Then, the scale was applied by 50 kindergarten female teachers who have evaluated 539 male and female kindergarten children in the neighborhoods of Riyadh, Jeddah and the Eastern Provenance in Saudi Arabia. The blueprint of the scale was submitted to a jury of specialists in the field of gifted education to decide on its appropriateness and applicability in the Saudi context. To achieve this goal, a blueprint of the scale was developed based on pertinent literature of the behavioral characteristics of gifted children. This study aimed at developing a scale of behavioral characteristics of kindergarten-gifted children to be used in nominating children for gifted programs in Saudi Arabia. Ideally, this paper will spark an urgency for a more in-depth study over a longer period of time with an excess of a thousand participants spanning at least 100 countries, or alternatively, it should encourage each country to do their own study, and to take remedial action based on it as a matter of urgency. This paper covers research from twelve countries scattered across the globe, to try and ensure a global perspective is obtained, and allowing one to take into consideration gifted persons in a multi-cultural and multi-ethnicity environment under different political inferences. The purpose of this paper is to understand the long-term effects of placing gifted children into mainstream schools without the necessary provisions, as well as to raise awareness of gifted children and to identify possible solutions to ensure a gifted child is not discriminated against and is able to develop wholly to the best of their ability. This personal perspective has helped to identify that gifted children attending a mainstream school generally results in a low self-esteem, depression or other mental issues, which is often only diagnosed at a later stage in life. From a personal perspective, I have witnessed the detrimental affect mainstream schooling has had on gifted children.

Teaching gifted students