Purpose The purpose of this study is to investigate the use of the internet among deaf and hearing students. The study also explores the perceptions of students toward the internet, online databases and digital libraries. Design/methodology/approach The study uses a survey questionnaire to collect data from the sample. The sample consists of 59 hearing and 53 deaf students studying at Al Ain University of Science and Technology Al Ain University (AAU). Descriptive statistics and t-tests are used to analyze data. Findings Findings of the study show that at least 90 per cent of participants are using the internet for intellectual activities and social communications. In addition, the majority of deaf and hearing students have positive perceptions toward digital information resources. For gender differences, the study found no significant difference between men and women in the use of internet or in their perceptions toward the importance of online databases and digital libraries. However, results of the study confirmed significant difference between deaf and hearing students in relation to internet use, perception toward the importance of online databases and digital libraries. Research limitations/implications The sample of the study are students studying at AAU. Future studies may expend this study by including deaf participants from various institutions in UAE. Originality/value The results of the study could be used in planning and providing digital information resources and services for deaf students.

The study identifies the behavioural characteristics of gifted students in Al Ain, United Arab Emirates. Using Renzulli's scales for rating the behavioural characteristics of superior students (SRBCSS), data were collected of 192 male and female students from Grades 6 to 9 employing a descriptive analytical approach. One-way ANOVA and Scheffe tests for post hoc comparisons were used to analyse the data. The results indicate that the highest distinguished characteristics of the students are planning, learning, communication-accuracy and motivation. The results also showed that gender was statistically significant in favour of males in all characteristics, except communication-expression. Moreover, the results showed that grade was statistically significant in favour of the eighth grade in all scales, except for motivation, musical, mathematical and scientific characteristics, which were in favour of the sixth grade and only one scale in favour of the ninth grade, i.e., creativity characteristics.

The study seeks to understand and reflect upon the attitudes of the parents of ADHD diagnosed children concerning the most predominant challenges of distance learning during isolation in the Covid 19 pandemic. To achieve this goal, the researchers conducted a descriptive study using an electronic survey on a sample of 28 parents of citizens and residents in the Emirate of Abu Dhabi / United Arab Emirates. The attitudes of parents of students with special needs towards the most prominent challenges of distance learning indicated a high degree of concern on their part. The study recommends conducting in-depth studies that reveal the existence of statistically significant differences in the respondents' answers resulting from some demographic variables such as nationality (citizen, resident) and the educational attainment of parents.

No abstract

The study aimed to identify the level of multiple intelligences among deaf adult students, attending both Al-Ain University and the University of Tabuk from their point of view in the light of multiple variables (including sex, university, employment). The study sample consisted of 82 deaf students divided among two groups. Thirty two (32) students were from Al-Ain University distributed 1 2) Student ) 11 (student.   From Tabuk University fifty (50) students were distributed into two groups of students numbering (23) and (27) respectively. To achieve the objectives of the study a scale developed by researcher Walter Mackenzie (Mackenzie, 1999) was used.  The scale scans multiple intelligences; included on the scale was eighty (80) statements distributed over eight (8) areas, where each area represents a kind of multiple intelligence.  To derive results, the mean, standard deviations and a T-test were used to answer the designated study questions. The  Study Results showed c and d differences D of the self/inner intelligence, verbal/linguistic intelligence, social/external intelligence, visual/spatial intelligence, and the total score of the scale was in favor of females. There were no significant differences in other areas depending on the variable sex (male, female). The results showed there to be significant differences in the field verbal intelligence/linguistic to the benefit of deaf adult students at Tabuk University in Saudi Arabia.  There was no significant differences in the other fields according to the university variable, Al Ain for Science and Technology and Tabuk. The results showed that there were statistically significant differences according to the emloyment condition variable in the intelligence fields verbal/linguistic, social/external, natural intelligence/environmental, physical/motor and musical/rhythmic) in favor of non-staff.  The absence of significant differences was found in the rest of the areas depending on the variable employment (employee, non-employee). The study came up with several recommendations.

No abstract

The current study aimed to identify the level of emotional intelligence of outstanding students at the College of Education, Al Ain University (AAU), the United Arab Emirates, and their counterparts at Princess Nourah University (PNU), in the Kingdom of Saudi Arabia. A sample of 77 students was selected from both universities, of whom 41 students (20 males vs. 21 females) were from AAU and 36 female students from PNU. The study adopted the Chapman Emotional Intelligence Scale, which consists of five dimensions: self-awareness, self-motivation, emotion regulation, relationship management, and emotional development. The results of the study showed that the level of emotional intelligence of outstanding students at both universities ranged from high to very high. Furthermore, there were statistically no significant differences in the level of emotional intelligence as a function of the university. Finally, recommendations have been given.

No abstract