This study aimed to examine the relationship between perfectionism and academic self-handicapping strategies among gifted students in Jordan. This study used a mixed-method approach to explore the relationship as well as exploring any other factors associated with using such strategies. The Revised Almost Perfect Scale (APS-R) and the Academic Self-Handicapping Strategies Scale were used to measure perfectionism and academic self-handicapping among 242 gifted students on a high school for gifted learners. Subsequently, the researchers conducted four focus group discussions with 23 gifted students to identify the factors that may lead those students to use self-handicapping strategies. The results showed that Self-handicapped students were 4.58 times more likely to be maladaptive perfectionists than non-self-handicapped students. The results also revealed a combination of environmental, personal, and cultural factors that contributed to the use of these strategies by gifted students. This study has proposed an explanatory model to illustrate the relationship between perfectionism, academic self-handicapping, and factors that might be related. Finally, this study provided a range of educational implications that can be used in the field of gifted education.

Jordanian schools have hosted thousands of Syrian refugees in the last decade. This qualitative study aimed to identify inclusive education practices used with Syrian refugee children with disabilities in Jordanian schools. Ten schools were evaluated using observation and data analysis methods and semi-structured interviews with four teachers and five refugee children with disabilities' parents. This study's results revealed that Jordanian schools lack the minimum inclusive education standards for refugee children with disabilities regarding legislation, accessibility, modifications, and accommodations. Four themes have emerged from the data, observations, and interviews' analysis that represent the main challenges facing the inclusive education practices in refugee children with disabilities schools. These themes were: schools' capacity, financial limitations, program availability, and teachers' qualifications. Finally, a set of recommendations and suggestions to enhance the best practices of inclusive education for refugee children with disabilities were provided.

A SWOT study was conducted to analyze parents' perspective on the degree to which Jordanian media covers issues of children with disabilities; the study sample consisted of 129 parents. Th e researchers constructed a scale consisting of 28 items; furthermore, validity and reliability coeffi cients of the scale were extracted. Results showed a moderate level of media coverage regarding issues of children with disabilities; social media was given the highest rating followed by visual and audio media, and lastly print media such as newspapers and magazines. However, the majority of media coverage addressed physical and health issues and communicative disorders. Finally, recommendations to improve practices were provided.

This study aimed to standardize the Cognitive Abilities Screening Test (CogAT) Form Seven for identifying gifted and talented children ages five-eight years in Jordan. A sample of 280 students was randomly chosen from public and private elementary schools and kindergartens in the city of Amman, the capital city of Jordan, and used teachers' nomination for gifted students. The results indicated significant and high reliability correlations for the total score of the two-time administration (r = .927) and highly significant internal consistency reliability correlations where Alpha coefficients were .941 for the subtest scores and .962 for the total score and split-half reliability was .904 for the subtest scores and .927 for the total score. Furthermore, the content validity results demonstrated unanimous agreement among reviewers (6 experts and 10 teachers) about the translation match of the original test, suitability to Jordanian culture, and extracting and interpreting the results. One the other hand, the criterion validity results showed that there were no significant correlations (r = .434) between the Arabic version of CogAT Screening Test results and teachers' nomination of gifted students.

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