The effect of the child's disability on United Arab Emirates in-service teachers' educational decisions regarding gifted and talented children

Hala Elhoweris

doi:10.1080/03055690802288536

The effect of the child's disability on United Arab Emirates in-service teachers' educational decisions regarding gifted and talented children

Hala Elhoweris

Department of Special and Gifted Education

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

Abstract

This study investigated the effect of the disability labels: learning disabilities (LD), physical disabilities (PHD) and emotional and behavioural disorder (EBD), on United Arab Emirates public school general education and special education teachers' willingness to refer and place students in gifted and talented programmes. A total of 269 elementary school teachers participated in this study. All participants were randomly assigned to one of the four treatment conditions. Results indicated that teachers were significantly influenced by the LD, PHD and EBD labels when making referrals to gifted and talented programmes. Additionally, both groups of teachers were much less willing to place students with disability labels in gifted and talented programmes.

Original language	English
Pages (from-to)	557-564
Number of pages	8
Journal	Educational Studies
Volume	34
Issue number	5
DOIs	https://doi.org/10.1080/03055690802288536
Publication status	Published - Dec 2008

Keywords

Disabilities
Effect
Gifted and talented
Teachers' decisions

ASJC Scopus subject areas

Education

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10.1080/03055690802288536

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title = "The effect of the child's disability on United Arab Emirates in-service teachers' educational decisions regarding gifted and talented children",

abstract = "This study investigated the effect of the disability labels: learning disabilities (LD), physical disabilities (PHD) and emotional and behavioural disorder (EBD), on United Arab Emirates public school general education and special education teachers' willingness to refer and place students in gifted and talented programmes. A total of 269 elementary school teachers participated in this study. All participants were randomly assigned to one of the four treatment conditions. Results indicated that teachers were significantly influenced by the LD, PHD and EBD labels when making referrals to gifted and talented programmes. Additionally, both groups of teachers were much less willing to place students with disability labels in gifted and talented programmes.",

keywords = "Disabilities, Effect, Gifted and talented, Teachers' decisions",

author = "Hala Elhoweris",

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AB - This study investigated the effect of the disability labels: learning disabilities (LD), physical disabilities (PHD) and emotional and behavioural disorder (EBD), on United Arab Emirates public school general education and special education teachers' willingness to refer and place students in gifted and talented programmes. A total of 269 elementary school teachers participated in this study. All participants were randomly assigned to one of the four treatment conditions. Results indicated that teachers were significantly influenced by the LD, PHD and EBD labels when making referrals to gifted and talented programmes. Additionally, both groups of teachers were much less willing to place students with disability labels in gifted and talented programmes.

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The effect of the child's disability on United Arab Emirates in-service teachers' educational decisions regarding gifted and talented children

Abstract

Keywords

ASJC Scopus subject areas

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