Giftedness in Lebanon: Emerging Issues and Future Considerations

Al-Hroub, Anies; Khoury, Sara El

doi:10.1007/978-3-319-78592-9_6

Cited by 6 publications

(4 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers in this study referred to giftedness as exceptional intellectual abilities manifested in the ability to think quickly or to remember information. This corroborates what Al-Hroub and El-Khoury (2018) concluded, on a study of the perceptions of 150 Lebanese elementary teachers toward gifted students, that giftedness is a combination of three components: high academic performance, high intellectual ability, and social intelligence.…”

Section: Discussionsupporting

confidence: 90%

“… El Khoury and Al-Hroub (2018) examined Lebanese primary teachers’ perceptions in relation to the gifted students’ characteristics. The researchers proposed multidimensional identification model that combines psychometric and dynamic assessment, based on the Lebanese teachers’ perceptions toward giftedness and the characteristics of gifted learners ( Al-Hroub and El-Khoury, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Perceptions of preschool teachers of the characteristics of gifted learners in Abu Dhabi: A qualitative study

Mohamed

Elhoweris²

2022

Front. Psychol.

View full text Add to dashboard Cite

Considerable evidence supports that preschool education is a milestone stage for children. Nonetheless, systematic preschool gifted education programs rarely exist in public elementary schools. The current study explored the perceptions of 16 preschool teachers (general and special education teachers) from seven public schools in Abu Dhabi, United Arab Emirates (UAE) regarding their views about various components of gifted education for preschool children. Qualitative analyses, using the inductive data analysis method, revealed several themes such as (a) the concept and identification of giftedness, (b) characteristics of gifted preschoolers, (c) preschoolers’ problem-solving skills, (d) the communication and social skills of gifted preschoolers, resources/services offered by the school to serve gifted preschoolers, (e) enrichment programs available for gifted preschoolers, (f) inclusive education for gifted preschoolers, (g) twice-exceptional preschoolers, and (h) governmental support. The results of this study may help advocate for infusing more services and programs related to the identification and education of gifted preschoolers in public schools. The findings identified the need to have an abundance of assessment tools and enrichment programs that can empower preschool teachers to cater for giftedness.

show abstract

Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Perceptions of preschool teachers of the characteristics of gifted learners in Abu Dhabi: A qualitative study

Mohamed

Elhoweris²

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Similarly, Antoun et al, 2020 revealed that many Lebanese teachers perceive gifted learners as those who excel in the academic subject matter. However, many Lebanese teachers also consider social intelligence, leadership, and creativity as special areas of giftedness ( Al-Hroub and El Khoury, 2018 ). Thus, high intelligence could be misinterpreted and used interchangeably with the concept of giftedness ( Al-Hroub, 2010a ).…”

Section: Lebanese Teachers’ Conceptions and Identification Proceduresmentioning

confidence: 99%

“…A study by Al-Hroub and El Khoury (2018) also revealed that services and governmental programs for the gifted were said to be almost nonexistent. Sarouphim (2010 , 2015) believes that a fundamental lack of understanding of the idea of giftedness is a major contributing factor to Lebanon’s lack of progress in gifted education.…”

Section: Instructional Practicesmentioning

confidence: 99%

Framing the education for gifted Lebanese and gifted refugees in Lebanon

Antoun

2022

Front. Psychol.

View full text Add to dashboard Cite

The paper provides a comprehensive conceptual model or framework for the identification and programming of gifted education in Lebanon. The model is evidence-based on the critical review of the literature on gifted education over the past two decades. The model discussed topics related to teacher conceptions, identification, preparation, and practices for the gifted in Lebanon. The development of a culturally appropriate conceptual model of gifted education is locally focused on Lebanese teachers’ needs to identify and serve gifted Lebanese and gifted refugee learners. This framework provides a means for educational leaders in Lebanon to consider policy reforms that will benefit not only gifted learners but also gifted refugee learners in different educational settings.

show abstract

Student Populations in Inclusive Educational Settings Around the Globe and Lebanon

Al-Hroub,

Jouni

2023

School Inclusion in Lebanon

View full text Add to dashboard Cite

Giftedness in Lebanon: Emerging Issues and Future Considerations

Cited by 6 publications

References 17 publications

Perceptions of preschool teachers of the characteristics of gifted learners in Abu Dhabi: A qualitative study

Perceptions of preschool teachers of the characteristics of gifted learners in Abu Dhabi: A qualitative study

Framing the education for gifted Lebanese and gifted refugees in Lebanon

Student Populations in Inclusive Educational Settings Around the Globe and Lebanon

Contact Info

Product

Resources

About