Gifted Education Perceptions and Implementation of a Key Leader in a K-12 Private School in Dubai

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dc.contributor.authorMoughrabi, Fidaa
dc.date.accessioned2025-01-14T11:10:11Z
dc.date.available2025-01-14T11:10:11Z
dc.date.issued2024-10
dc.description.abstractThe UAE has made significant strides in inclusive education, with gifted education gaining attention as part of the broader agenda for educational excellence. However, the implementation of gifted education by educational leaders faces numerous challenges, particularly due to inconsistent definitions and policies. This qualitative study explores the perceptions and implementation of a key inclusion leader in a private K-12 school in Dubai concerning gifted education. Through a semi-structured interview, the study investigates how giftedness is understood and how gifted education is implemented. The research addresses two questions: (1) What are the perceptions of a key inclusion leader regarding gifted education? (2) How is gifted education implemented within the school context? Thematic analysis reveals three key themes: perceptions of giftedness, implementation practices, and leadership challenges. The study finds that while the leader values gifted education and applies some strategies for its implementation, barriers such as limited resources, specialized knowledge, and parental expectations hinder the effective integration of gifted programs. The results point to a need for more structured identification processes, broader criteria for giftedness, and a shift towards distributed and inclusive leadership models to foster better support for gifted learners. This research contributes to the growing body of literature on gifted education in Dubai and offers insights for policymakers and educators working to enhance gifted education in the UAE’s inclusive educational framework.
dc.identifier.issn2616-6828
dc.identifier.urihttps://bspace.buid.ac.ae/handle/1234/2728
dc.language.isoen
dc.publisherThe British University in Dubai (BUiD)
dc.subjectgifted education, educational leadership, perceptions of giftedness, implementation practices, leadership challenges
dc.titleGifted Education Perceptions and Implementation of a Key Leader in a K-12 Private School in Dubai
dc.typeArticle
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