scholarly journals Attitudes of Abu Dhabi Educators Toward Gifted Education and Twice-Exceptional Students

2021 ◽  
Vol 31 (1) ◽  
pp. 23-39
Author(s):  
Hala Elhoweris ◽  
Sarah Bond ◽  
Mona Alameri ◽  
Rachel Takrit ◽  
Najwa Alhosani
Keyword(s):  
General Education ◽  
United Arab Emirates ◽  
Gifted Education ◽  
Dual Language ◽  
Study Data ◽  
Abu Dhabi ◽  
Gifted Children ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Positive Attitudes

The purpose of the study was to explore attitudes of educators in the United Arab Emirates toward gifted education and twice-exceptional students. One thousand and seventy-five educators (81% general education teachers and 19% teachers of the gifted) participated in this study. Data were collected using an online dual-language survey instrument, which was distributed using the Qualtrics system. Findings of this study indicated that Abu Dhabi teachers have positive attitudes toward gifted education and twice-exceptional students. No significant differences were found in scores for general educators as compared to those for teachers of the gifted. The findings also indicated that Abu Dhabi educators who had no experience of teaching gifted children had a more positive attitude toward them than those who had experience.

scholarly journals Twice-Exceptional Students: Review of Implications for Special and Inclusive Education

2021 ◽  
Vol 11 (2) ◽  
pp. 85
Author(s):  
Marcin Gierczyk ◽  
Garry Hornby
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Gifted Education ◽  
School Experiences ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Online Databases ◽  
Teachers Experiences ◽  
Education Interventions

The purpose of this article is to review recent literature on twice-exceptional students and consider implications for their education in the context of the trend towards increased inclusive education for students with disabilities. The review focused on teachers’ experiences and perceptions and the school experiences of twice-exceptional students. Fifteen articles were reviewed, published between 2000 and 2020, selected according to a systematic protocol from two widely used online databases. Findings indicated that the implications that need to be considered were the importance of teacher preparation, the need for a continuum of special education interventions, the need for collaboration with parents and specialists, and teachers needing to focus on developing strengths as much as remediating difficulties. It was concluded that twice-exceptional students can be taught effectively in inclusive education settings as long as they are able to access appropriate strategies and programs from the fields of special education and gifted education.

Working With Attention-Deficit Disorder, Attention-Deficit/Hyperactivity Disorder, and Twice-Exceptional Students

2018 ◽  
pp. 75-92
Author(s):  
Pam L. Epler
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
General Education ◽  
Inclusive Education ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Exceptional Students ◽  
Students With Special Needs ◽  
Twice Exceptional ◽  
Hyperactivity Disorder ◽  
Disability Categories

As part of inclusive education, teachers are likely to see two other categories of students with special needs that do not specifically fit into one of the 13 disability categories under IDEA: (a) students diagnosed with attention-deficit disorder (ADD)/attention-deficit/hyperactivity disorder (ADHD), and (b) twice-exceptional students. Both of these categories of students warrant individual attention in the discussion of inclusive education. Thus, this chapter provides an overview of ADD/ADHD and twice-exceptional students, discusses how these categories connect with IDEA, and presents important information for teachers working with ADD/ADHD and twice-exceptional students in inclusive classrooms. Specific research-based strategies that general education teachers can use to educate these students as well as resources for gaining further information are included.

scholarly journals Twice-Exceptional, Half-Noticed: The Recognition Issues of Gifted Students with Learning Disabilities

2021 ◽  
pp. 13-22
Author(s):  
Uma Hamzić ◽  
Senad Bećirović
Keyword(s):  
Learning Disabilities ◽  
Gifted Students ◽  
Specific Learning Disabilities ◽  
Gifted Children ◽  
Exceptional Students ◽  
Students With Learning Disabilities ◽  
Exceptional Children ◽  
Twice Exceptional ◽  
Specific Learning

Gifted children with learning disabilities are known as twice-exceptional. Both the identification and the classification of twice-exceptional children are a matter for practical ingenuity, as these children tend to fall upon extremes of a scale, resulting in either the child with both obvious giftedness and a learning disability or in the child where the giftedness effectively masks the disability. The latter results in a child that tests as average upon surface-level assessments. In this article, a new direction of the identification of twice-exceptional students is proposed in terms of specific learning disabilities, specifically in terms of the latter form of students who go through education undiagnosed. In addition to this direction, we provide a condensed understanding of both giftedness and specific learning disabilities in students, as well as how they interact in twice-exceptionality, and how teachers might best navigate the issue of masking within the classroom.

Screening Twice Exceptional Students Within a RTI Model

2012 ◽  
Author(s):  
R. Steve McCallum ◽  
Sherry M. Bell ◽  
Jeremy T. Coles
Keyword(s):  
Exceptional Students ◽  
Twice Exceptional ◽  
Rti Model

Educating Ms. Fatima

1970 ◽  
pp. 56-63
Author(s):  
Tim Walters ◽  
Susan Swan ◽  
Ron Wolfe ◽  
John Whiteoak ◽  
Jack Barwind
Keyword(s):  
Federal Government ◽  
Free Trade ◽  
United Arab Emirates ◽  
Arabian Peninsula ◽  
High Technology ◽  
Emerging Technology ◽  
Abu Dhabi ◽  
Free Trade Zones ◽  
Knowledge Based ◽  
K 12

The United Arab Emirates is a smallish Arabic/Islamic country about the size of Maine located at the tip of the Arabian Peninsula. Though currently oil dependent, the country is moving rapidly from a petrocarbon to a people-based economy. As that economy modernizes and diversifies, the country’s underlying social ecology is being buffeted. The most significant of the winds of change that are blowing include a compulsory, free K-12 education system; an economy shifting from extractive to knowledge-based resources; and movement from the almost mythic Bedouin-inspired lifestyle to that of a sedentary highly urbanized society. Led by resource-rich Abu Dhabi and Dubai, the federal government has invested heavily in tourism, aviation, re-export commerce, free trade zones, and telecommunications. The Emirate of Dubai, in particular, also has invested billions of dirhams in high technology. The great dream is that educated and trained Emiratis will replace the thousands of foreign professionals now running the newly emerging technology and knowledge-driven economy.

Biostratigraphic Constraints on the Shuaiba Formation, Abu Dhabi, United Arab Emirates

2007 ◽  
Author(s):  
Andrew M. Gombos ◽  
Christian J. Strohmenger ◽  
T.C. Huang
Keyword(s):  
United Arab Emirates ◽  
Abu Dhabi

The United Arab Emirates: Statehood and Nation-Building in a Traditional Society

2005 ◽  
Vol 59 (3) ◽  
pp. 357-375 ◽  
Author(s):  
Frauke Heard-Bey
Keyword(s):  
Economic Development ◽  
United Arab Emirates ◽  
Nation Building ◽  
Abu Dhabi ◽  
Traditional Society ◽  
National State ◽  
Gulf Countries ◽  
The Individual

Nationals represent barely 20% of the population in the United Arab Emirates, but form the economically and socially privileged group of UAE citizens. The Rulers of the seven emirates were able to retain the historical loyalty of the “Emiratis” by advancing the economic development of the individual states, while Abu Dhabi-financed federal development helped to create a viable national state. Democratization is not of the same urgency as in some neighboring Gulf countries.

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