Exploring Twice-Exceptionality in Dubai Private Schools: Awareness, Perceptions, Current Practices and Suggested Enhancing Educational Strategies
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Date
2020-07
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Publisher
The British University in Dubai (BUiD)
Abstract
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 twiceexceptional 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.
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Keywords
twice-exceptional children, policymakers, giftedness, special needs, gifted with disabilities, gifted children, education, Inclusion, educators, parents, specific learning disabilities, United Arab Emirates (UAE)