summary of the SLR approach

Order Description
? What is are the social and emotional needs of gifted students in Saudi Arabia and what is in place to support those students?
? Why do the students? social and emotional needs require support or special provision in Saudi Arabia education institutions?
I red some resources but I need help with ( summary of the SLR approach) Method of finding articles including three things:
1/ Flow chart showing the number of articles and data bases searched + paragraph.
2/ table of study characteristics + paragraph.
3/ table of details of data bases searched and method + paragraph.
The three things need A brief description by paragraph. (200 words each)such as: as shown?

I used FindIt@Flinders? To find my resources (data basis), the result was:
Collection ( total 36).
ProQuest Central (15)
ProQuest Social Sciences Premium Collection (12)
Directory of Open Access Journals (DOAJ) (4)
ERIC (U.S. Dept. of Education) (4)
Australian Public Affairs – Full Text (RMIT) (1)
Only six related references used for my research and the rest resources I leave them because irrelevant, I also use google scholar to get other sources especially in Saudi Arabia, but the problem was a few resources are available about gifted education in Saudi Arabia, so I uses some resource from other counties such as Australia.

These my references list you can use them to write those three things and describe:
Please just describe and make tables and flow chart for references from no 12 to 25 as bellow:
1/ ATTITUDES OF FUTURE SPECIAL EDUCATION TEACHERS TOWARD GIFTED STUDENTS AND THEIR EDUCATION -Ayidh Abdullah AL Garni.
2/ Qarni, M. (2010). Evaluation of provision for gifted students in Saudi Arabia. (Unpublished Doctoral Dissertation), University of Wollongong, Wollongong, New South Wales, Australia. Retrieved from
3/ Paine, L. (1990). Orientation towards diversity: What do prospective teachers bring? Retrieved
4/ ALNafi, A., AlQatiee, A., AlDibaban, S., AlHazmi, M., &AlSaleem, A. (1992). Measures of gifted identification: Part one: A WISC-R. King Abdulaziz City for Science and Technology. Riyadh, Saudi Arabia
5/ A STUDY OF PROGRAMMES FOR GIFTED STUDENTS IN THE KINGDOM OF SAUDI ARABIA by Abdullah Alqefari Department of Social Sciences, Brunel University June 2010.
6/ Cognitive and Emotional Needs of the Gifted Students From Themselves Perspective: Survey Fatima Eid Zaid Al- Adwan[a],* ; Majed Mohammad Al-Khayat[b]
7/ Needham, V. (2012). Primary teachers? perceptions of the social and emotional aspects of gifted and talented education.
8/ Mayer. J. D., &Salovey, P. (1997). What is emotional Intelligence. In P. Salovey& D. I. Sluyter et al. (Eds.), Emotional development and motional intelligence (pp.1-34). Educational implications. New York. Basic Books. Inc.
9/ Talented Students’ Satisfaction with the Performance of the Gifted CentersSuhailMamoud Al?Zoubi 1 &Majdoleen Sultan Bani Abdel Rahman2.
10/ Al-Ghamdi, H. (2006). Obstacles faced by talented students in the Saudi Arabia. Paper presented at the Regional Scientific Conference of Giftedness, Jeddah, Saudi Arabia.
11/ Al-Shahrani, F. (2002). The contributions of the school administration in the identification of gifted students (Unpublished Master’s thesis). Umm Al-Qura University, Saudi Arabia.
12/ Juhani, F. (2008). The roles of gifted teachers in the planning and evaluation of enrichment curriculum in the gifted program (Unpublished Master’s thesis). Umm Al-Qura University, Saudi Arabia
13/ Excellence and Enjoyment: social and emotional aspects of learning, Guidance. The Coalition Government took office on 11 May 2010. www.education.gov.uk.
14/Theeffectivenessofmentoringstrategyfordevelopingthecreative potentialofthegiftedandnon-giftedstudentsFeyzullahS?ahin?DuzceUniversityEducationFacultyGiftedDivision,Duzce,Turky
15/ Cross, T. L. (2014). Social Emotional Needs Can the Obsessions of Gifted Students Be Positive Drivers in Their Development?. Gifted Child Today, 37(2), 123-125.
16/ Goodhew, G. (2009). Meeting the needs of gifted and talented students. A&C Black.
17/ Murdock-Smith, J. (2013). Understanding the social and emotional needs of gifted children. Rivier Academic Journal, 9, 1-4.National Association of Gifted Children (NAGC) (n.d). Supporting the Needs of High-Potential Learners. Retrieved on 16th August 2016 from: www.nagc.org
18/ Purcell, J. H., & Eckert, R. D. (2006). Designing services and programs for high-ability learners: A guidebook for gifted education. Corwin Press.
19/ SENG (2012). Supporting Emotional Needs of the Gifted. Retried on 16th August 2016 from: www.sengifted.org
20/ UNDERSTANDING THE SOCIAL AND EMOTIONAL NEEDS OF GIFTED CHILDREN Jennifer Murdock-Smith* Certificate of Advanced Graduate Studies in Counseling Program, Rivier University.
21/ CURRENT RESEARCH ON THE SOCIAL AND EMOTIONAL DEVELOPMENT OF GIFTED AND TALENTED STUDENTS: GOOD NEWS AND FUTURE POSSIBILITIES SALLY M. REIS AND JOSEPH S. RENZULLI University of Connecticut Arecent.
22/ Neihart, M., Reis, S.M., Robinson, N.M., & Moon, S.M. (Eds.) (2002). The social and emotional development of gifted children: What do we know? Waco, Texas: Prufrock Press, Inc.
23/ Title: Social-Emotional Characteristics of Young Gifted Children Author: Honeck, Ellen Subjects: Gifted; Psychological Patterns; Coping; Physical Development; Social Development; Emotional Development; Individual Characteristics; Child Development; Cognitive Development; Interpersonal Competence; Childhood Needs.
24/ Boushieness? and Helping Others The Life of a Gifted Female African American Student Tracy L. Cross, PhD.
25/ The social-emotional dimension of giftedness: The SENG support model Rose Blackett1 and James T. Webb2.

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