Exploring Twice-Exceptionality in Dubai Private Schools: Awareness, Perceptions, Current Practices and Suggested Enhancing Educational Strategies

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dc.Location2020 LC 3965 Y68
dc.SupervisorProfessor Eman Gaad
dc.contributor.authorYounis, Aida
dc.date.accessioned2020-11-03T08:46:17Z
dc.date.available2020-11-03T08:46:17Z
dc.date.issued2020-07
dc.description.abstractBy 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.en_US
dc.identifier.other20170147
dc.identifier.urihttps://bspace.buid.ac.ae/handle/1234/1677
dc.language.isoenen_US
dc.publisherThe British University in Dubai (BUiD)en_US
dc.subjecttwice-exceptional childrenen_US
dc.subjectpolicymakersen_US
dc.subjectgiftednessen_US
dc.subjectspecial needsen_US
dc.subjectgifted with disabilitiesen_US
dc.subjectgifted childrenen_US
dc.subjecteducationen_US
dc.subjectInclusionen_US
dc.subjecteducatorsen_US
dc.subjectparentsen_US
dc.subjectspecific learning disabilitiesen_US
dc.subjectUnited Arab Emirates (UAE)en_US
dc.titleExploring Twice-Exceptionality in Dubai Private Schools: Awareness, Perceptions, Current Practices and Suggested Enhancing Educational Strategiesen_US
dc.typeThesisen_US
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Theses for Doctor of Philosophy in Education