Evaluating Educational Services Offered for Syrian Gifted Refugee Students in Jordanian Schools

Year 2019, Volume: 7 Issue: 2, 253 - 271, 27.06.2019

Ali Alodat , Fawaz Almomani

https://doi.org/10.17478/jegys.552789

Cited By: 7

Abstract

This study aimed to evaluate educational
services offered for Syrian gifted refugee students in Jordanian schools from
the point of view of schools’ principals or educational supervisors. The
researchers extracted validity and reliability indicators from the Arabic
translated form of the National Association for Gifted Children (NAGC)
standards. 72 schools were evaluated in terms of the use, importance, and
availability of the four gifted education standards: identification,
curriculum, programs, and professional development. The findings showed that
there are differences in the numbers of gifted Jordanian students compared with
Syrian students enrolled in gifted programs in Jordanian schools. Moreover,
there is a gap between types of gifted educational programs and services
provided in the schools inside and outside the refugee camps. The findings also
showed that the overall gifted education services provided for Syrian gifted
refugee students were low with an average of 2.34 for the use, 2.15 for the
importance, and 2.44 for the availability of these practices. Finally,
suggestions and recommendations are provided to develop the gifted educational
services in these schools.  

Keywords

Refugee Gifted, Syrian Gifted, Evaluation Gifted Programs

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