Ali Khaled alHammadiYuslina Mohamed2025-11-182025-11-182025Ali Khaled alHammadi & Yuslina Mohamed (2025). تطوير الممارسات التربوية والإرشادية للطلبة الموهوبين ذوي صعوبات التعلم من وجهة نظر الباحثين. Al-Azkiyaa - International Journal of Language and Education, 4(2), 110–122. https://doi.org/10.33102/alazkiyaa1842948-531210.33102/alazkiyaa184https://azkiyaa.usim.edu.my/index.php/jurnal/article/view/184/99https://oarep.usim.edu.my/handle/123456789/27973Al-Azkiyaa - International Journal of Language and Education, Volume 4 Issue 2 Page (110–122)The research examines various training programs aimed at enhancing teachers' understanding of gifted students who also face learning difficulties. By equipping educators with the necessary knowledge, these programs empower them to accurately identify such students and deliver tailored educational support and guidance that meets their unique needs. This focus is crucial in fostering an inclusive educational environment that recognizes and nurtures the potential of all learners.This research emphasizes the challenges that teachers and educational leaders encounter when identifying gifted students who also have learning difficulties. It examines the educational practices and guidance strategies used to teach these students, who are often overlooked due to their dual exceptionalities. As a result, they may be excluded from both gifted and learning difficulties support services. The research utilized a descriptive comparative methodology to analyze prior Arab and foreign studies pertinent to this topic. The aim was to identify the methodological and procedural challenges encountered by educators and researchers in the discovery and instruction of this demographic. This was accomplished through a thorough examination of the educational and guidance strategies that have been employed in this area. Research has identified a significant gap between the theoretical knowledge imparted to teachers and the effectiveness of their teaching practices. It recommends developing diagnostic criteria that integrate assessments forboth talent and learning difficulties. Additionally, it emphasizes the need for specialized professional training programs focused on teachers' professional developmentArGifted students with learning disabilitiesdiagnosisstrategiesguidancetext::journal::journal article11012242