Dissertations for Special and Inclusive Education (SIE)

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The Advantages and Disadvantages of Distance Learning for Students with Special Educational Needs and Disabilities During Covid-19 at University in UAE
(The British University in Dubai (BUiD), 2020-10) Juma, Mariyam Salim
This study investigates the advantages and disadvantages of distance learning for SEND (students with special educational needs and disabilities) during COVID-19 crisis at the University in the United Arab Emirates (UAE). The study depends on the qualitative method using interview that depends on semi-structured interviews. Data was collected from SEND, teachers and special need education coordinator/ specialists’ perspectives. Overall the experience and thoughts were a mix up between positive and negative aspects of studying online from students with special educational needs and disabilities. I believe that the reason behind it, that remote learning has always been a debatable topic. Yet during COVID-19, the students have no choice to choose remote learning or traditional learning because the ministry of education in UAE forced all students to study remotely. In the long run, the outcomes of the remote learning experience depending on the type of disability, the readiness of the students, the acceptance to change and sometimes the type of course that students took. Findings show that most of the parties involve in the semi-structured interviews agreed that remote learning after categorizing it as a safety matter, it saves times and open a door to learn new technology skills. On the other hand, lack of communication interaction was the main disadvantages of remote learning as students feel lonely while attending classes, teachers can’t interact and can’t observe if the learning objective was met and specialists believe that students learn from other students sometimes and they missed this chance. Recommendations for the research was to keep training students and teachers on new strategies and new technology to be prepared for the future whether if any crisis occurred or for a job. Governments should study the case from a different angle to overcome all the challenges and include all learners in any policy and procedures. Limitation of the study was the limited access to higher education organizations. Also, the limited number of SEND involved as it is only from one university in the UAE. As well as depending on interviews only to follow the rule of no social interaction between people.
Assessing Teachers' Attitude toward adopting KHDA framework for Special Education Needs in UAE
(The British University in Dubai (BUiD), 2019-03) YOUSSEF, ZEINA
The educational system is moving toward including students with disabilities in mainstream schools. This remarkable move is not an easy process since the schools’ culture is still in its primary stages regarding inclusive settings. For inclusion to succeed, many practitioners should be involved to make this successful change. As inclusion has seemingly become the preferred placement for students with disabilities, teachers’ attitude toward including students with disabilities has become an important variable in creating a successful inclusion program. Recently UAE has updated its framework for inclusion. KHDA in its new framework highlighted the importance of the action team in successful inclusion. The action team according to the new framework includes champions, governors, support assistants and strategic planners. This study aims to investigate the feasibility of adopting the new KHDA inclusion framework. It also examines school barriers for adopting the new inclusion provisions. The variables that are considered in this study covered both operational and strategic factors. Among those factors, teachers’ attitude towards the new provision was investigated for the purpose of this study mixed research method was used. A survey was conducted to measure and correlate the intended factors. The questionnaire comprised of both close and open-ended questions, the intention behind to get an in-depth information that would be generalizable at the same time. The findings of both qualitative and quantitative analysis were triangulated with document analysis. The study aims to investigate the feasibility of adopting the new KHDA inclusion framework. It also examines school barriers for adopting the new inclusion provisions. The outcomes generally revealed that competency among teachers remains an integral aspect of ensuring that the students receive the necessary training while in school. The study identified various concerns within the learning program that need to be addressed without complicity as the government sought to invoke collaborative education within the KHDA framework.
Attention Deficiency Hyperactivity Disorder: The Hidden Disorder in Government Schools in the United Arab Emirates – Dubai An Investigative Study
(The British University in Dubai (BUiD), 2011-12) Al Maktoum, Sana Butti
ADHD is a common disorder that can be evident in classrooms. Yet, there is a scarce amount of research done on this topic in the Arab World and specifically in the United Arab Emirates. This study examines ADHD in two different government schools in Dubai. The first is a model school and the second is a government school. The research demonstrates the different approach of the two schools to a student with ADHD based on observations, questionnaires and case studies. This study asks three main questions, the first is how are learners with ADHD identified in Dubai. The second is what are the educational services that are available for children with ADHD in model and government schools in Dubai and the third question is what can be recorded and recommended on the status of ADHD in Dubai schools. The results have shown a lack of knowledge by the educational figures in schools including teachers and social workers. An alarming number of teachers related ADHD to family problems and sugar additives. Moreover, individuals chosen by teachers as potentially having ADHD were not diagnosed before and there was no differentiation in the teaching methods to the students.
Attitudes of Parents of Children with Special Educational Needs and Disabilities towards Diagnosis and Intervention in Dubai and its Implication on Education
(The British University in Dubai (BUiD), 2017-03) EL HARIRY, YOMNA
The purpose of this study was to identify the attitudes of parents of children with Special Educational Needs and Disabilities (SEND) towards diagnosis and intervention in Dubai. It aimed to explore the relationship between these attitudes and its effect on the academic performance of children with SEND. A mixed-methods approach was utilized that centered on a questionnaire-based survey as well as interviews with class teachers, SENCOs, learning support staff, school counselor and head of SEN department of a Dubai-based private school. Mostly positive attitudes towards services provided from the diagnostic centers were depicted, including therapies and various intervention tools. Two main themes stood out during data analysis; the first focused on the financial strains parents had to endure in order to receive a diagnosis for their child followed by therapies and interventions, and the second focused on anxiety with regards to their children’s future after they graduate from school and fear of the unknown. Interviews conducted mainly focused on the implication of parents’ attitudes towards their children’s future in education. Participants from the educational field shared their thoughts and experiences, and all of them stressed the importance of early diagnosis and intervention in order to ensure the best possible social, emotional, and intellectual development of the child. The main themes that stood out from these interviews also included the financial pressure that most parents suffered in order to diagnose their children and provide therapies and intervention as well as the reliability of diagnostic reports received from accredited and authorized diagnostic centers and clinics.
Augmented Reality Integration for Enhanced English Vocabulary Acquisition among Elementary Students with Special Educational Needs in an American Private School in Dubai, United Arab Emirates: Perspectives of Special Education and English Teachers on the Challenges and Potential
(The British University in Dubai (BUiD), 2024-03) ALSHATARAT, SAMAH JEHAD AHMAD; Dr Emad Abu-Ayyash
The current study explores the perspectives of special educational needs (SEN) teachers and English teachers regarding the effectiveness of utilizing augmented reality (AR) in enhancing vocabulary acquisition among elementary students with special educational needs in an American private school in Dubai. The researcher conducted semi-structured interviews with a purposeful sampling that included six English teachers, four special educational needs teachers, and six learning support assistants. As the study follows a qualitative approach, a detailed description of the participants’ perspectives has been provided. The study has attempted to answer the following questions: 1) What are the perceptions of English teachers regarding the effectiveness of augmented reality in enhancing vocabulary acquisition for elementary students with special educational needs?, 2) How do Special Education teachers evaluate the suitability of augmented reality as a tool for supporting vocabulary application among students with diverse learning needs?, 3) What are the identified challenges, if any, in integrating augmented reality for vocabulary development among students with special educational needs, as perceived by both English and Special Education teachers?, and 4) What strategies and recommendations do teachers propose to optimize the use of augmented reality in catering to the individualized vocabulary learning requirements of students with special educational needs in an American private school in Dubai? The study found that integrating AR has shown effectiveness in the retention and application of newly acquired words among students with various special educational needs. Additionally, it has explored the main challenges along with recommendations to strengthen the effectiveness of using AR technology in special education.
Battling Anxiety with Selective Mutism: An investigative study aimed to measure the level of awareness and attitude of teachers and students towards a Selectively Mute child, as well as discovering the conditions impact on the child’s academic development in Private Primary Schools in Dubai.
(The British University in Dubai (BUiD), 2016-03) Al Agroobi, Hessa Khalifa
Selective Mutism, compared to other disorders, has received minimal attention due to its rarity that consequently makes it understudied and under researched. Therefore, children with SM have been constantly dismissed as shy or having personality insecurities, or other social disorders, inadvertently diminishing the seriousness of their social anxiety. Lack of awareness and positive attitude are the primary factors in allowing the condition to persist and worsen, as the children grow older making it more difficult to overcome. Thereby, it is paramount for an SM child’s successful treatment to have access to early intervention, including the support, acceptance and understanding of those surrounding him, that is achieved through sufficient knowledge of the condition and appropriate intervention plans. This research measured the level of awareness and attitude of both teachers and students who are in daily contact with the SM child at school. The following was uncovered through the usage of surveys, by questioning teachers and students about their knowledge and experience of having an SM child in the classroom. Much of which proved the existence of a high level of lack of awareness among the 200 surveyed individuals of both teachers and students. On the other hand, there seemed to be a generally positive attitude and a strong willingness to help the SM child overcome their anxiety that was reflected by both categories. Besides measuring awareness and attitude of others, it is equally important to assess whether the condition affects a child’s academic development, however results proved no relation between SM and a child’s academic development. In conclusion, the research primarily aimed to clarify doubts, myths or misconceptions commonly held by the two participating categories with regards to SM.
Bridging the Gap between Theory and Practice of Inclusion in the United Arab Emirates
(The British University in Dubai (BUiD), 2007-12) AlGhawi, Mariam Ali Juma Khalfan
Inclusion is an international phenomenon and a world wide movement which means catering for students with special needs within the regular classroom with the appropriate support. Educating a student with special needs in the United Arab Emirates (UAE) is relatively new. The country itself is a fairly new developing country which was declared around thirty six years ago. The UAE has made significant progress in different areas including education. Inclusion of students with special needs in the mainstream schools is a new approach in education which the country is piloting now. Students with special needs used to be served in segregated special centres before the declaration of the new Federal Law no. 29/2006 for the rights of disabled persons which includes education as a fundamental right. This research is aims to bridge the gap between theory and practice in the inclusive educational approach the country is currently adopting by presenting a set of recommendations which may improve the provision for students with special needs in the country. The research was conducted using various data collection methods. A triangulation of methods was used to ensure the validity of the data which included observation, interview and documents review. The finding of the research indicates that there is a huge gap between the theory of inclusion presented by the newer federal law and the practice where inclusion is implemented in some schools. Moreover, schools were found to be not ready for implementing inclusion and furthermore, attitudes are seen to be negative towards special needs. Additionally it was found that the educational system is a ridge and only caters for students who fall under the normal range. In conclusion, the research emphasised the importance of preparing schools and the community before implementing the law. Moreover, the research offers a set of recommendations based on the findings of the research and the literature of inclusive education to improve the provision of special needs in the country.
A Case Study of a Child with ASD in a Regular Preschool in the United Arab Emirates
(The British University in Dubai (BUiD), 2005-12) Hammouda, Ghada
The case study examines the progress of a child with ASD who is included in a regular pre-school in a city in the UAE ( United Arab Emirates) without specialized support. An insight into the context to this child’s inclusion is also examined. It is hoped that this study answers the main research question: what are the effects of inclusion in a regular preschool in the UAE on a child with ASD? In order to answer such a question, a thorough follow up of the child’s IEP (Individualised Educational Plan) is undertaken. Insights into the context are used to put forward research-based recommendations that may improve the effectiveness of inclusion in this situation. Qualitative research methods such as observations, interviews and document analysis were used for this investigation. However, a group of methodological issues and problems occurred and were acknowledged and dealt with accordingly. The study ends with research-based recommendations for future practice.
A Case Study of a Student with Visual Impairments in a Primary Government School in the United Arab Emirates
(The British University in Dubai (BUiD), 2007-12) Kazim, Mona Ahmad
The dissertation examines a case of a student with visual impairment (VI) included in regular government school in the United Arab Emirates. The purpose of this study was to provide an understanding of the provisions and support needed for such students and to promote the means that will allow students with special needs in general and students with VI in particular to benefit from the regular school setting. The data were compiled based on qualitative data collection techniques and strategies according to the objectives and aims of the study. The student was observed in his school environment, and the findings are presented in relation to information collected from the interviews and researchers’ findings from other countries. In addition, recommendations are provided to assist in the development of a better school environment. The conclusions showed that there is a clear and significant need for provisions in different areas, including early intervention, training, and appropriate technology. Professional partnerships are essential to ensuring that policy set by federal law (29/2006) for individuals with special needs, including VI, is applied in practice.
A CASE STUDY OF THREE PRIVATE SCHOOLS IN SHARJAH: AN INVESTIGATIVE STUDY ABOUT THE STATUS OF INCLUSION IN SHARJAH PRIVATE SCHOOLS
(The British University in Dubai (BUiD), 2019-06) JWEIHAN, ZAHRA ABDULKHALEQ
This study aimed to investigate the current status of adopting inclusion of learners of SEND in three primary private schools in Sharjah, in terms of curriculum modification, environment and the differentiated assessment. It also aimed to measure the amount of learning support available for the included young learners and to investigate teachers’ attitudes towards inclusion in these schools. The study followed the mixed method approach to triangulate data to support findings. The research instruments depended on questionnaires to obtain quantitative data as well as interviews and document analysis to obtain qualitative data. The study sample consisted of class teachers in primary sections in three different private schools following three different curriculums, special education teachers, and SEND coordinators of the selected schools. The results showed that the success of inclusive education depends on many factors to support learners with disabilities within mainstream schools. Schools’ environment, schools’ policies, teaching and non-teaching staff, and provision programs all affect the quality of inclusion status in the Emirati schools. Teachers’ attitudes towards inclusion may vary from one community to another. The results of the study indicate that teachers have positive attitudes towards the integration of learners with special needs and disabilities, but the training still does not meet the expectations of teachers. The study concluded that inclusionary practices depend on cultures and policies. Therefore, the researcher recommends that more specific laws should be issued to ensure that the learners with SEND are getting an education in the least restrictive settings and with their peers in regular classrooms. More specific courses of inclusion and special education should be added to the pre-service training and education of new teachers. Schools are recommended to develop their policies and offer them on their websites and communication channels to ensure transparency and understanding of the rights of all learners.
Case Study on How IB System of Education Supports the Gifted & Talented Students In a Primary School in Dubai
(The British University in Dubai (BUiD), 2023-10) Ayyaswamy, Vidya; Professor Eman Gaad
This case study investigates the effectiveness of the International Baccalaureate (IB) system in supporting gifted and talented students at a primary school in Dubai. The study explores how the IB curriculum, teaching methods, and support mechanisms address the specific needs of these students. Data were collected through interviews, classroom observations, and analysis of the school's implementation of the IB system. The findings reveal that the IB system has strengths in supporting gifted and talented students. The curriculum's emphasis on inquiry-based learning, critical thinking, and interdisciplinary approaches provides opportunities for students to explore their interests and extend their learning. The focus on differentiation and individualized instruction allows for tailored educational experiences based on students' unique abilities. This mixed method study also uncovers various support mechanisms and strategies implemented by the school. This study possesses limitations with respect to its generalizability owing to its utilization of a case study methodology.These findings contribute to the existing literature on gifted and talented education within the context of the IB system, specifically in primary schools in Dubai. Educators, administrators, and policymakers can draw insights from this research to enhance the educational experiences and outcomes of gifted and talented students. Overall, this case study provides a comprehensive examination of how the IB system supports gifted and talented students in a Dubai primary school. It sheds light on effective strategies and practices that cater to the unique needs of these students, contributing to ongoing efforts to optimize educational opportunities within the IB framework.
A Comparative Snapshot of the Inclusion Jigsaw: Learning Support Provision for Primary Learners with Special Educational Needs within Three Private Mainstream Schools in Dubai
(The British University in Dubai (BUiD), 2012-04) Prem, Anne-Marie
This study investigates how primary learners with special educational needs in three private mainstream schools in Dubai are supported, with a focus on specific practices put into place to assist their learning and subsequent inclusion within their school. To bring coherency and utility to the data uncovered, findings and discussion are based on four key areas of inclusive practice, termed here as the 'Inclusion Jigsaw'- learning objectives, teaching activities, access arrangements and the learning environment. By first portraying each of the three schools involved in the study against the backdrop of the Inclusion Jigsaw, an attempt is made to compare these three fractals, highlighting best practices and inclusive standards that are very much both available and practicable to schools in the United Arab Emirates that wish to become more inclusive in their thinking and application. Limitations to operationalizing support provision are also examined through this comparative study. Both findings and discussion of data collected cover three different curricula common to the UAE, in the hope that this study is useful across the board in its recommendations for future learning support set-up and practice, in the multicultural setting of this land.
A Comparative Study amongst 3 Cycle 1 Schools in Abu Dhabi with regards to "Roles of both General Education Teachers and Special Education Teachers in Implementing Successful Inclusive Practices"
(The British University in Dubai (BUiD), 2015-04) Aziz, Elsaid Saad Abdel
It is generally accepted that inclusive education will be the norm in mainstream schools over the next few years as a result of increasingly straightforward federal laws. To attain an appropriate annual development that suits all students regardless of their different abilities, inclusion must be planned and implemented adequately. Research has proven that a major component of successful and convenient inclusion is the degree of understanding of roles and responsibilities held by different stakeholders, in particular, the clear delineation of responsibilities of general education classroom teachers as well as special education teachers’ ones. The purpose of this case study is to scrutinize the responsibilities of three Cycle 1 schools’ regular classroom teachers and special education teachers and also the extent of collaboration between both parties regarding inclusive education in the emirate of Abu Dhabi, United Arab Emirates (UAE). The study explores the teachers’ attitudes, knowledge and skills that affect the progression of inclusive education in UAE. The research was conducted to use a triangulation of data collection methods such as; Surveying teachers, interviews, observations and document analysis. The findings of the research refer to the fact that both general education teachers and special education teachers have not yet fully understood the roles allocated to them and still they are in a great need to work closely and dedicatedly cooperate with one another. In conclusion this research will offer some possible implementation strategies and procedures that are predicted to be meaningful in making inclusive education successful in mainstream schools.
The Cultural Impact on the Use of ABA as an Intervention Tool for Learners with ASD in Dubai and Lebanon (Comparative Study)
(The British University in Dubai (BUiD), 2019-10) ALI SHIBLI, HALA
This research set out to carry out a mixed methods study on the cultural impact on the use of ABA as an intervention tool for learners with ASD in Dubai and Lebanon. The survey responses intended for use in the collection of quantitative data were so small, the research was only able to use these results for triangulation value. However, the collection of qualitative data through semi-structured interviews (3) and questionnaires (3) were quite instructive. Ultimately this research findings confirm findings in the literature and in doing so inform that culture has a trickle-down effect on parents who pose the greatest challenges for those who implement and apply the ABA program as an intervention tool for learners with ASD in both Dubai and Lebanon. The study also found that teachers can benefit from greater knowledge and understanding of the ABA program in order to improve both Dubai and Lebanon’s commitment to inclusion policies and practices. Based on the results of this research recommendations are made to improve the effectiveness of the ABA program as an effective tool intervention on behalf of learners with ASD. Recommendations are aimed at targeting parents, teachers and government/policy makers with a view to eliminating the risk of cultural impacts on the effectiveness of ABA as an intervention tool for learners with ASD in both Lebanon and Dubai. This research also identified areas for further research with a view to identifying just how the ABA program can be more effectively implemented and applied globally.
Current Status of Educating Emirati Children with Autism Spectrum Disorder in Dubai
(The British University in Dubai (BUiD), 2007-12) Farooq, Kawthar Mohd Aqil Mohd
The right of every child in obtaining an education, and studying in any institution is justified. Unfortunately it has not always been the case for children with special needs, including those with Autism Spectrum Disorder (ASD). That right was not given to them until 2006. The purpose of this study was to investigate the current status of education for Emirati children with ASD and what provisions they had in local government schools, as well as in some centres in Dubai. It has also examined different issues related to inclusion in public mainstream schools. Moreover, it has set out to research the effect of any single approach best suited for the individual child. This study has used a qualitative method of investigation, including observation, interviews and document analysis. The data analyzed showed that, the provisions for UAE Nationals with ASD in public mainstream schools were non-existence. There were opposite views among top ranking personal of the ministries and the staff of schools, concerning inclusion of such children in regular public schools. As far as approaches were concerned, a combination of different interventions, tailored-made was needed for the individual child taking into consideration his/her strength and weaknesses. This study ended with a research-based recommendation for future practice.
Current Status of Gifted and Talented Learners in Cycle 2 Government Schools in Abu Dhabi Emirate: an Analytical Study
(The British University in Dubai (BUiD), 2011-05) Mansour, Khalid
The research on identifying and challenging the gifted and talented learners across the world has increased during the last few years and has explored numerous methods of identifying them. These methods are based on their academic achievement, creativity, interests, motivation and learning characteristics .In the UAE, there are many efforts catering for this category. However, many significant steps are required in order to meet the needs of this category. This study aims to investigate the status of the centers of gifted and talented learners in cycle two Abu Dhabi Educational Zone (ADEZ). This study also explores the procedures of identification; the programs this category receive, the challenges they face and the recommendations in order to develop their abilities. The research will be complied through a thorough examination and a comparison among the three centers for gifted and talented learners in ADEZ. The researcher analyzes the current status of these centers and compares it to the situation of this category in other advanced countries. Furthermore, the study was conducted through a mixed method of both qualitative and quantitative research. In conclusion, the study emphasizes the need to adopt multiple criteria when identifying the gifted and talented learners in ADEZ. Additionally, it ensures the importance of introducing effective programs in order to promote the gifted learners' thinking skills. The researcher also suggests a set of recommendations based on the findings of the study and the literature about gifted and talented learners to improve the status of this category.
Diagnosing Autism in the United Arab Emirates
(The British University in Dubai (BUiD), 2017-03) Mahmoud, Mahmoud Mohamed Abdulrahim
Early identification and accurate diagnosis of autism improve the likelihood of favorable outcomes for children with Autism Spectrum Disorder (ASD). Thus, early identification and diagnosis of autism are gaining global attention. There are needs to avoid the negative implications of lack of diagnosis, misdiagnosing or over-diagnosing children with autism. The study aspires to contribute in improving the services for children in the United Arab Emirates (UAE) by examining the current situation, parents’ views, and other stakeholders’ views. The objective is to provide information that will help design better procedures in the country. A combination of surveys, interviews, and focus groups are used as sources of data for the study. This provides a view of the missing components and the challenges that is faced in the process. It provides insights into the difficulties, struggles, and gaps in the current system that need to be addressed to improve the services in the future. The study of the literature, identifying gaps in the development of diagnostic processes, diagnostic criteria, training and educating professionals need to be addressed to develop the process. This research pointed out concerns related to certain aspects of the service in the UAE. Some recommendations are outlined in the study to better enhance the services and to provide effective services for children with autism.
DUBAI PRIVATE SCHOOLS READINESS TO ADOPT SUCCESSFUL INCLUSION OF STUDENTS WITH SPECIAL NEEDS & DISABILITY (SEND): AN INVESTIGATIVE STUDY
(The British University in Dubai (BUiD), 2018-04) BAKRI, HIND
The main purpose of the current study to understand Dubai Private Schools' readiness to adopt successful inclusive education for Students with Special Needs & Disability (SEND) since such students often require direct, special assistance, an immediate address of their needs, appropriate access to curriculum and equal progressive opportunity with other students. The researcher adopts a mixed methodological approach using a survey questionnaire and an interview script for the collection of primary data. Also, secondary data is also collected from credible websites, databases, journal articles, books, and reports. For the survey questionnaire, out of the 250 distributed questionnaires, 200 were completely answered. Additionally, the interview findings comprised from five participants purposively selected from the study. All participants comprised of teachers, parents and school leaders. The findings showed that good working environment, teacher’s appreciation, parent support, fellow student support and community support is what is needed to encourage positive teachers’ preparedness towards inclusive teaching. From the regression analysis, all R values (=0.851, 0.842, 0.838) indicating a high degree of correlation and R2 = (72.5 %, 65.4%, 55.8%) for creating an inclusive culture, producing inclusive policies and evolving inclusive practices respectively, which largely indicates a positive association between the variables. In conclusion, it is evidence that inclusive learning faces myriad challenges given students' background diversity, interests, and abilities which affects the level of preparedness by the teachers.
Educating Children with Williams Syndrome in the UAE A Case Study
(The British University in Dubai (BUiD), 2007-01) Al Jafari, Hanadi Mahmoud
The aim of this study was to define the current educational status of a child with Williams Syndrome in the UAE. The researcher employed a qualitative multiple approach to data collection. Data were analyzed qualitatively. Reporting and displaying were also employed. This dissertation focuses on the curriculum, pedagogies, goals, social access, and the impact of non- disabled peers. The study identified the existence of dilemmas in seeking to secure effective recommendations in teaching children with Williams Syndrome in the UAE. These include concerns over specialist teaching materials, special educators’ perceptions, and non-disabled peers knowledge and understanding of learning disability. Questions are raised about the current educational status of a child with Williams Syndrome in the UAE and about the recommendations that could be offered to develop the education of children with Williams Syndrome.
Educating the Gifted and Talented in the UAE: Status and Recommendations
(The British University in Dubai (BUiD), 2006-01) Al Obaidli, Amna Ibrahim Ali
The United Arab Emirates is a recently founded country which has made an impressive progress in most of the areas concerning economy, industry, finance and education. However, gifted education seems not yet developed. Gifted and talented are considered to be the future of the nation. They have the right to be educated appropriately as any other children. Educating gifted and talented seems to earn huge concern around the world as these children with exceptional abilities and skills need specific education to meet their needs and promote their skills. This study aims to investigate the status of gifted education in the UAE’s government schools in order to give the appropriate recommendations. The study was conducted using a number of methods including a questionnaire survey, interviews, observation and documents review. The findings of the study show that educating the gifted and talented in the UAE’ s government schools needs improvement and more attention as the current gifted provisions are not meeting the needs of the gifted in the UAE. Most school teachers are not trained to teach the gifted and the curriculum does not offer differentiations for them. The study concludes that a policy is needed to organize the appropriate programs and provisions offered to the gifted in government schools. The means of identifications need to be varied and the provisions need to be more comprehensive and efficient. The study also offers a number of recommendations which are based on the findings of the research and the literature of gifted education to enhance and improve the status of gifted education in the UAE.

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