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By the time the UAE pursues a first-rate education system that offers equal opportunities to all students, the Ministry of Education does not recognise twice-exceptional learners as a separate category of students who requires special education. Due to the complexity of their educational needs, they require identification and support that matches their coexistent disability and giftedness. Thus, this research is a transformative study aiming to reveal policymakers and educators' awareness and perceptions about twice-exceptionality. Moreover, this study seeks to determine how these students are identified and supported in schools in private schools in Dubai. As a result, strategies to enhance their education are discussed. Underpinned by social justice philosophy, a transformative concurrent mixed methodology is used to investigate the awareness and perceptions of educators and policymakers, and current practices provided to twice-exceptional learners at the level of identification and support, in Dubai. Derived from the theoretical framework, this study is transdisciplinary as reflected in its findings and recommendation. For this purpose, surveys for educators, as well as semi-structured interviews with inclusion specialists, policymakers, and twice-exceptional students are conducted. Additionally, non-participant observation and a sample of work are analysed. This triangulation aims to boost the validity, and trustworthiness of this dissertation. Aiming to suggest strategies to support twice-exceptional learners, in the emirate of Dubai, semi-structured interviews with international experts in twice-exceptionality research are led. Findings showed that schools support twice exceptional students proactively. Furthermore, educators and policymakers need further awareness. Accordingly, recommendations are suggested. Finally, it is hoped that such recommendations support policymakers and educators for better provisions for twice exceptional learners in Dubai, the UAE, and perhaps in the region. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
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The concept of inclusion remains at the heart of successful education and the UAE follows the rights-based model of inclusion. Gifted education programs are essential to offer academically aligned curriculum and instructional practices, cater to the socio-emotional needs of advanced learners, and provide the skills to advance their careers. This study investigated the gifted programs offered and evaluated its effectiveness in private middle schools in Dubai. Currently, we cannot estimate the number of gifted learners that go unidentified or underserved leading to individual needs being unrecognised. This disheartening situation exists owing to the dearth of prior research in giftedness in the local context. Following the pragmatic paradigm and exploratory sequential mixed methods, the current investigation used the NAFC 2019 PreK-12 gifted education programming standards for guidance alongside appropriate theoretical and conceptual frameworks. Qualitative research including interviews and the document analysis of the KHDA school inspection reports was followed by quantitative analysis of student attainment data in core subjects in the cognitive domain alongside the self-perception data in the affective domain, and concluded with the qualitative analysis of the findings, guided by the giftedness literature. Few suggestions regarding improvements in the gifted programs and recommendations for future research are reported. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Año de publicación
- Entre 2000 y 2026 (2)