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

Yıl 2019, Cilt: 7 Sayı: 2, 253 - 271, 27.06.2019

Ali Alodat Fawaz Almomani

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

Cited By: 6

Öz

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.  

Anahtar Kelimeler

Refugee Gifted, Syrian Gifted, Evaluation Gifted Programs

Kaynakça

• Abu-Hamour, B., & Al-Hmouz, H. (2014). Special Education in Jordan. European Journal of Special Needs Education, 29(1), 105-115.‏
• Albaishi, S. (2015). Assessing the Effectiveness of Gifted Students’ Schools in Jordan in Light of International Quality Standards. University of Jordan, Amman-Jordan.
• Alodat, A., & Zumberg, M. (2018). Standardizing the Cognitive Abilities Screening Test (CogAt 7) for Identifying Gifted and Talented Children in Kindergarten and Elementary Schools in Jordan. Journal for the Education of Gifted Young Scientists, 6(2), 1-13.
• Aras, B., & Yasun, S. (2016). The Educational Opportunities and Challenges of Syrian Refugee Students in Turkey: Temporary Education Centers and Beyond.‏ IPC–Mercator Policy Brief. Istanbul Policy Center, Sabanci University, Istanbul, Turkey.
• Callahan, C. M. (2005). Identifying Gifted Students from Underrepresented Populations. Theory Into Practice, 44(2), 98–104.
• Card, D., & Giuliano, L. (2015). Can Universal Screening Increase the Representation of Low Income and Minority Students in Gifted Education? (Working Paper No. 21519). National Bureau of Economic Research.
• Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed). Thousand Oaks: SAGE Publications.
• Culbertson, S., & Constant, L. (2015). Education of Syrian Refugee Children: Managing the Crisis in Turkey, Lebanon, and Jordan. Rand Corporation.
• Ehntholt, K. A., Smith, P. A., & Yule, W. (2005). School-based Cognitive-behavioural Therapy Group Intervention for Refugee Children who Have Experienced War-related Trauma. Clinical Child Psychology and Psychiatry, 10(2), 235-250.‏
• El-Zraigat, I. (2012). Counseling Gifted and Talented Students in Jordanian Inclusive Schools: Conclusion and Implication. International Journal of Special Education 27(2), 1–7.
• Erwin, J. O., & Worrell, F. C. (2012). Assessment Practices and the Underrepresentation of Minority Students in Gifted and Talented Education. Journal of Psychoeducational Assessment, 30(1), 74–87.
• European Parliament. (2017). Syrian Crisis: Impact on Jordan - Think Tank. Retrieved from http://www.europarl.europa.eu
• Forsbach, T., & Pierce, N. (1999). Factors Related to the Identification of Minority Gifted Students.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th ed). New York: McGraw-Hill Humanities/Social Sciences/Languages.
• Harris, C. R. (1990). Identifying and Serving the Gifted New Immigrant/Refugee: Problems, Strategies, Implications. Retrieved from
• Harris, C. R. (1991). Identifying and Serving the Gifted New Immigrant: Problems Strategies. Teaching Exceptional Children, 23(4), 26–30.
• Harris, C. R. (1993). Identifying and Serving Recent Immigrant Children Who Are Gifted. ERIC Digest #E520. Council for Exceptional Children, Publication Sales, 1920 Association Dr. Retrieved from https://eric.ed.gov
• Human Rights Watch. (2016a). Jordan: Further Expand Education Access for Syrian Refugees. New York, USA. Retrieved from https://www.hrw.org
• Human Rights Watch. (2016b, August 16). “We’re Afraid for Their Future” | Barriers to Education for Syrian Refugee Children in Jordan. Retrieved from https://www.hrw.org
• Human Rights Watch. (2017, April 5). Remove Barriers to Syrian Refugee Education. Retrieved from https://www.hrw.org J ohnsen, S. K., & National Association for Gifted Children (U.S.) (Eds.). (2012). NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-quality Services. Waco Texas: Prufrock Press.
• Landrum, M. S., Callahan, C. M., & Shaklee, B. D. (2001). Aiming for Excellence: Annotations to the NAGC Pre-K-Grade 12 Gifted Program Standards. Washington: National Association for Gifted Children.
• Maker, C. J. (1996). Identification of Gifted Minority Students: A National Problem, Needed Changes and a Promising Solution. Gifted Child Quarterly, 40(1), 41–50.
• Merrotsy, Peter. (2013). Invisible Gifted Students. Talent Development and Excellence 5(2):31-42.
• Mertens, D. M. (2014). Research and Evaluation in Education and Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods. Retrieved from https://nls.ldls.org.uk
• Ministry of Education. Law of Educational Institutions for Gifted and Distinguished Students No. (40) (2011). Retrieved from http://www.moe.gov.jo
• Ministry of Education. (n.d.). Special Education Dept. Retrieved from http://www.moe.gov.jo
• Ministry of Education. (2018). The Directorate of Special Education. Amman: Jordan.
• Ministry of Planning and International Cooperation. (2017). The Jordan Response Plan for the Syria Crisis 2016-2019. Retrieved from https://reliefweb.int
• Moriah, N. (2009). Evaluation of Gifted Programs in General Education Schools in Saudi Arabia from the Point of View of Gifted Teachers and Students (Master Thesis). Balqa Applied University, Alblqa- Jordan.
• NAGC. (2008). Pre-K to Grade 12 Gifted Programming Standards | National Association for Gifted Children. Retrieved from https://www.nagc.org
• Pfeiffer, S. I., & Stocking, V. B. (2000). Vulnerabilities of Academically Gifted Students. Special Services in the Schools, 16(1-2), 83-93.‏
• Queen Rania Foundation. (2017). Information Document - Refugee Education in Jordan. Retrieved from https://www.qrf.org/ar/report
• Rutter, J. (2001). Supporting Refugee Children in 21st Century Britain: A Compendium of Essential Information. Stylus Publishing, LLC, 22883 Quicksilver Drive, Sterling, VA 20166-2012.
• Sunata, U., & Bircan, T. (2015). Educational Assessment of Syrian Refugees in Turkey. Migration Letters, 12(3), 226–237.
• Taylor, S., & Sidhu, R. K. (2012). Supporting Refugee Students in Schools: What Constitutes Inclusive Education?. International Journal of Inclusive Education, 16(1), 39-56.‏
• UNESCO. (2016). Evaluation of UNESCO’s role in Education in Emergencies and Protracted Crises (p. 22). Retrieved from http://unesdoc.unesco.org
• UNHCR. (2013). The Future of Syria | Refugee Children in Crisis. Retrieved from http://unhcr.org
• UNHCR. (2017). A Promise of Tomorrow: The Effects of UNHCR and UNICEF Cash Assistance on Syrian Refugees in Jordan. Retrieved from http://www.unhcr.org
• UNICEF. (2016, January 27). Syria Crisis Monthly Humanitarian Highlights & Findings - End of 2015. Retrieved from http://uni.cf
• UNICEF. (2017). Humanitarian Action for Children - Syrian refugees. from https://www.unicef.org
• Yoon, S. Y., & Gentry, M. (2009). Racial and Ethnic Representation in Gifted Programs: Current Status of and Implications for Gifted Asian American Students. Gifted Child Quarterly, 53(2), 121–136.