Date of Defense
4-11-2025 3:00 PM
Location
Room 0067, H1 Building
Document Type
Thesis Defense
Degree Name
Master of Education (Special Education)
College
College of Education
Department
Special and Gifted Education
First Advisor
Maria Efstratopoulou
Keywords
Twice-Exceptional, Gifted/Talented, Gifted Education, Differentiated Instruction, UAE, Special Educational Needs, Inclusive Education.
Abstract
Gifted/talented and twice-exceptional (2e) students, especially those whose needs are often overlooked in mainstream classrooms, are more likely to benefit from consistently implemented Differentiated Instructional Practices (DIPs). This study aimed to examine implelemntation of DIPs for gifted/talented and 2e students and to compare the practices implemented between of Special Educational Needs (SEN) teachers and General Education teachers in schools and centers within Abu Dhabi. This research used a quantitative, cross-sectional survey design to collect data from eighty-six teachers from Abu Dhabi. A questionnaire was designed to rate teachers’ self-reported implementation of DIPs across the four domains of content, process, product, and learning environment. Results indicated that while teachers reported a moderate to high level of overall implementation of DIPs in their schools, a gap exists between teacher groups, SEN teachers reported consistently higher levels of implementation across all domains compared to their general education colleagues. The greatest difference was observed in the modification of content, where general education teachers scored very low, indicating a specific area for urgent focus. Therefore, the results of this study can inform school leaders, professional development providers, and policymakers at ADEK and the MOE to identify the key levers for effective changes and advance the inclusive and gifted education in UAE schools.
Included in
ASSESSING TEACHERS’ PRACTICES IN SUPPORTING GIFTED/TALENTED AND TWICE-EXCEPTIONAL STUDENTS IN SCHOOLS AND CENTERS IN ABU DHABI
Room 0067, H1 Building
Gifted/talented and twice-exceptional (2e) students, especially those whose needs are often overlooked in mainstream classrooms, are more likely to benefit from consistently implemented Differentiated Instructional Practices (DIPs). This study aimed to examine implelemntation of DIPs for gifted/talented and 2e students and to compare the practices implemented between of Special Educational Needs (SEN) teachers and General Education teachers in schools and centers within Abu Dhabi. This research used a quantitative, cross-sectional survey design to collect data from eighty-six teachers from Abu Dhabi. A questionnaire was designed to rate teachers’ self-reported implementation of DIPs across the four domains of content, process, product, and learning environment. Results indicated that while teachers reported a moderate to high level of overall implementation of DIPs in their schools, a gap exists between teacher groups, SEN teachers reported consistently higher levels of implementation across all domains compared to their general education colleagues. The greatest difference was observed in the modification of content, where general education teachers scored very low, indicating a specific area for urgent focus. Therefore, the results of this study can inform school leaders, professional development providers, and policymakers at ADEK and the MOE to identify the key levers for effective changes and advance the inclusive and gifted education in UAE schools.