شبكة المعلومات العربية التربوية

This study aimed to identify the effectiveness of using multiple intelligences as a psychometric approach for gifted classification, by revealing to what extent the gifted classification results process according to the gifted management measures (Mawhebah), matches the results of the multiple intelligences scale, and to verify the students who are not classified as gifted by using the multiple intelligences scale. The study adopted the descriptive approach, and it was applied to a sample of (160) students, by (85) gifted students in Jeddah governorate (they were chosen intentionally), and (75) ordinary students in intermediate schools in Jeddah, chosen by intentional method. The MIDAS for TEENS Scale was applied to them, which was prepared by (shearer 1996) and the scale was standardized on the Gulf environment by (Abdulaziz bin Abdullah AlMarzoi 2008). The results revealed that the results of the process of classifying the gifted in the programs according to the measures of gifted management did not match the results of the multiple intelligences scale. Where all Pearson's correlation coefficients between the scores of the talented student on the Midas subscales and Mawheba subscales (officially approved for the selection and classification of talented) was not statistically significant. The results also showed the multiplicity of talent in one individual, and that one student may possess a number of the eight intelligences together, as we find that (74.1%) of the gifted students obtained high scores on two or more of the Midas subscales, compared to (33.3) %) of normal students (not classified as gifted) who got high scores on two or more of on the same scale. Based on the results, the researcher recommended paying attention to the gifted discovering programs by adopting the theory of multiple intelligences, and giving the opportunity for all students who show superiority in any of the eight intelligences to join the special programs that help in refining and growing their talent. (Published abstract)