Factors Influencing the Development of Elite Twice Exceptional Artist Talents in Saudi Arabia
Keywords:
Talent development, Twice Exceptional individuals, Evolving Complexity Theory Model, visual arts
Abstract
The study aimed to identify the factors influencing the building and development of artistic talents among artists with disabilities (Twice exceptional) and explain how they work as catalysts for developing talents among elite artists with Twice exceptionality. To achieve this, the methodology of interpretive phenomenology was used. Data were collected using three tools: analysis of achievement files of elite artists with motor disabilities and autism spectrum disorder, in-depth interviews, and a focus group of those who achieved artistic achievements and participated in local or regional art exhibitions and events. The total participating sample was (17) male and female participants with Twice exceptionality (10 males/7 females) whose ages ranged between 19-54 years. After processing and analyzing the data according to the assumptions on which the Evolving Complexity Theory Model (ETC) is based, the researchers concluded that there are (14) main factors that support the development of artistic talents among elite artists to reach the stage of exceptional excellence in the visual arts. These factors were classified into (5) internal factors and (7) environmental factors according to the assumptions of the theory, then the researchers discussed how these factors work and the extent of their suitability and compatibility with the indicators of the success of interventions for artists Twice exceptionality in preparation for achieving success and excellence in light of the real experiences of elite artists within the environment of the Kingdom of Saudi Arabia.
References
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22. Dai, D. Y., & Chen, F. (2013). Three Paradigms of Gifted Education: In Search of Conceptual Clarity in Research and Practice. Gifted Child Quarterly, 57(3), 151–168. https://doi.org/10.1177/0016986213490020.
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24. Darcy, S., Maxwell, H., Grabowski, S., & Onyx, J. (2019). Artistic Impact: From Casual and Serious Leisure to Professional Career Development in Disability Arts. Leisure Sciences, 44(4), 514–533. https://doi.org/10.1080/01490400.2019.1613461.
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26. Edwards, B. M., Smart, E., King, G., Curran, C. J., & Kingsnorth, S. (2018). Performance and visual arts-based programs for children with disabilities: a scoping review focusing on psychosocial outcomes. Disability and Rehabilitation, 42(4), 574–585. https://doi.org/10.1080/09638288.2018.1503734.
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28. Foley Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical Investigation of Twice-Exceptionality: Where Have We Been and Where Are We Going? Gifted Child Quarterly, 55(1), 3-17. https://doi.org/10.1177/001698621038257.
29. Garrels, V., & Sigstad, H. M. H. (2021). Employment for persons with intellectual disability in the Nordic countries: A scoping review. Journal of Applied Research in Intellectual Disabilities, 34(4), 993-1007. https://doi.org/10.1111/jar.12880.
30. Gibbs, G. (2018). Analyzing qualitative data. SAGE Publications Ltd. https://doi.org/10.4135/9781526441867.
31. Gierczyk, M., & Pfeiffer, S. I. (2021). The Impact of School Environment on Talent Development: A Retrospective View of Gifted British and Polish College Students. Journal of Advanced Academics, 32(4), 567-592. https://doi.org/10.1177/1932202X211034909
32. Goddard, J. (2018). Valuing the place of young people with learning disabilities in the arts. In B. Kelly, B. Byrne (Eds.), Valuing Disabled Children and Young People (pp. 170-187). Routledge.
33. Gupta, N., & Zieske, C. (2024). Arts-based phenomenological research: Theory and praxis. Qualitative Psychology, 11(1), 95–109. https://doi.org/10.1037/qup0000285.
34. Gute, R., G., Gute, D.S., Nakamura, J., Csikszentmihalyi, M. (2014). The Early Lives of Highly Creative Persons: The Influence of the Complex Family. In: M., Csikszentmihalyi The Systems Model of Creativity: The Collected Works of Mihaly Csikszentmihalyi. (pp. 293-317). https://doi.org/10.1007/978-94-017-9085-7_18.
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37. Korstjens, I., & Moser, A. (2018). Series: practical guidance to qualitative research. Part 4: trustworthiness and publishing. European Journal of General Practice, 24(1), 120-124. https://doi.org/10.1080/13814788.2017.1375092.
38. Kousha, K., Stuart, E., Abdoli, M., & Thelwall, M. (2024). How do museums and galleries help academics create societal impact? An analysis of the UK REF2021 impact case studies. Scientometrics, 129(12), 7759-7782. https://doi.org/10.1007/s11192-024-05180-3.
39. Kozbelt, A. (2022). The Future of the Fine Arts. In: Henriksen, D., Mishra, P. (eds) Creative Provocations: Speculations on the Future of Creativity, Technology & Learning. Creativity Theory and Action in Education, (pp. 97-111). vol 7. Springer, Cham. https://doi.org/10.1007/978-3-031-14549-0_7.
40. Kuo, C. (2022). Expanding the Conception of Giftedness to Talent Development. Gifted Education International, 38(3), 438-444. https://doi.org/10.1177/02614294211062298
41. Lovett, B. J., & Sparks, R. L. (2013). The Identification and Performance of Gifted Students with Learning Disability Diagnoses: A Quantitative Synthesis. Journal of Learning Disabilities, 46(4), 304-316. https://doi.org/10.1177/0022219411421810.
42. Maddocks, D. L. S. (2020). Cognitive and Achievement Characteristics of Students from a National Sample Identified as Potentially Twice Exceptional (Gifted with a Learning Disability). Gifted Child Quarterly, 64(1), 3-18. https://doi.org/10.1177/0016986219886668.
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Published
2025-02-03
How to Cite
Fahad Ali Almuaili, & Dr. Abdulhamid Abdullah Alarfaj. (2025). Factors Influencing the Development of Elite Twice Exceptional Artist Talents in Saudi Arabia. Journal of Educational and Human Sciences, (42), 286-306. https://doi.org/10.33193/JEAHS.42.2025.590
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