Gifted Education in Lebanon: Time to Rethink Teaching the Gifted

Framing the education for gifted Lebanese and gifted refugees in Lebanon

“…However, this has not necessarily translated into providing the effective type of educational provision that is promoted in the literature (Shavinina, 2009;Rindermann and Ceci, 2018;Subotnik et al, 2019). Results of a mixed-method case study that examined the opinions of more than 280 Lebanese teachers about methods for identifying and teaching highly able/talented primary school pupils revealed that instructors had concerns about providing specialized services for gifted students (Antoun et al, 2022).…”

“…The culture and environment in which Lebanese teachers work and live have an impact on how they view giftedness and the educational opportunities available to gifted students. According to Bevan-Brown (2005) and Antoun et al (2022) , differences in culture have an impact on the identification and learning processes, as well as behavior standards and classroom interactions. Misconceptions about giftedness can impact identification and educational provision.…”

“…For example, within Lebanon, the idea of giftedness seems to fit better with achievement, specifically highlighting the value of effort and underplaying natural ability, when in reality, natural ability and different catalysts are important components of gifted development. As a result, it is unlikely that elements like gifted underachievement and twice exceptionality would be taken into account in the context of the overall picture of giftedness ( Antoun et al, 2022 ). Sarouphim (2009) contends that the concept of giftedness in Lebanon is equal to high academic performance.…”

“… Al-Hroub (2022) reported that most Arab nations view the education of the gifted as essential to the growth and prosperity of their country. Yet Lebanon still does not seem to be adequately supporting students who are gifted and talented ( Lebanese Association for Educational Studies (LAES), 2006 ; Sarouphim, 2010 ; Al-Hroub, 2022 ; Antoun et al, 2022 ). However, adopting approaches that have been developed for other cultural contexts may not be an appropriate response.…”

Perceptions of preschool teachers of the characteristics of gifted learners in Abu Dhabi: A qualitative study

“…The findings showed that teachers had positive attitudes toward gifted education but limited awareness of the evidence-based Western practices of gifted education. Antoun et al (2022) examined Lebanese teachers’ perceptions in relation to education approaches used to identify and serve gifted students in primary schools. The results showed that teachers had a lack of awareness of international practices.…”