The Teacher’s Attitude Towards Developing the Intelligence and The Ability for Creative Thinking and It's Correlation with the Life Quality Among the Talented Students And the Disabled Students in Basic Schools at Al-shoubak Region

Abstract

This study aimed to learn about teachers' trends towards the development of intelligence and thinking skills and their link to the quality of life of talented students with disabilities in basic schools in Shoubak. The Researcher has been used the descriptive method of analysis; by prepared questionnaire by the researcher which enable him to measure the ability of teachers ’attitudes towards developing the intelligence and the ability for creative thinking among the talented students. This has been applied on to all members of the study sample consist of (100) Teachers in Alshoubak primary schools during the second semester of the year 2019/2020. The study shows that the students of AlShoubak School; obtained a general average (3.37 out of 5) (intermediate) level, and according to the levels of dimensions, the dimension of developing creative thinking abilities got the highest average (3.64 out of 5), then the dimension of detecting and identifying creative skills with an average and finally, a dimension of encouraging and adopting creativity with an average, and all of them in high rating levels and there were statistically significant differences at (α> 0.05) between each of the skills of intelligence and creative thinking and the talented students in favour of the talented students. There is a positive correlation between the dimensions of the teachers' attitudes scale, amounting to (76,76), and it indicates a (large) relationship.

Based on the study results, The researcher has recommended the need to work on training teachers to develop the creative thinking and intelligence skill of students in general and special exceptional students, and motivate teachers to develop their professional skills of scientific qualifications, training courses and postgraduate studies, Opening special rooms for students and channels of communication between the teacher and the student’s parent, and recent preparation processes in student teaching.