Gifted education in the Middle East.

Gifted education: Perspectives and practices of school principals in Bahrain

“…David [13] presented in her chapter book rationalized on which the identification of giftedness and the suggested programs for giftedness are central to the benefit of gifted children and youths in the Middle East. Chan [22] on the other hand argued that despite the amazing diversity, when the development of gifted education is considered in the world, countries like Singapore, Japan, South Korea and China in Asia are also focusing on how the identification of the giftedness and the gifted education programs and practices as the leading momentum towards progress, development and innovation.…”

“…Heller, et al [10] and Monks [11] argued that giftedness is an outcome of a process of the interaction of various biological and environmental factors and therefore it is important to learn more about the role of the social context, which includes the student's family, peers, and school. Vinner and Pont [12] as well as David [13] stated that the school principal's leadership qualities including setting difficult goals has great influence in determining the school culture and the whole school community towards appreciating giftedness. It is also important to understand the nature of psychological makeup of the individual in terms of his or her motivation and self-efficacy [14].…”

Seeking Help for Young Gifted Children with Emotional or Educational Problems: Who Looks for Counseling Part I: Between the Telephone Call and the Meeting

“…But the largest group of parents wishing their child to be diagnosed is still a riddle for me. As in Israel the whole population is identified for giftedness (David, 2017) and there is practically nothing to do with the knowledge that "my child is gifted". As I have explained (David, 2012a(David, , b, 2013a(David, , 2014a(David, , 2014b, there are special cases when diagnosing is needed, but in order to determine these cases a deeper investigation is required.…”

“…Because of the affirmative action in some cases the prospect of a girl to be accepted to such a program is twice as high as that of a boy living in the same town (David, 2012c(David, , 2017;  In Israel being accepted to a gifted program has to do in geography: in high socioeconomic areas it happens that children with IQ over 150 are sometimes not accepted (David, 2012c, d)  Children who are gifted in non-cognitive areas, such as arts, music, sports, etc., or in a cognitive area that is not measured in the ministry of education examinations, such as chess, debating, etc. cannot be accepted to any gifted program in spite of their proven gifts and achievements.…”

“…The series was initiated after realizing that the number of people who had approached me about their gifted children, stepchildren, grandchildren, nephews/nieces, or patients had reached a statistical meaning: 111 in the year 2014; 92 in 2015 and about 100 in the first 11 months of 2016. The parents consisted of a main sub-group whose children were identified as gifted either by the Israeli Ministry of Education while in grade 2, at about age 8 (see, for example, David, 2014aDavid, , 2017, as well as of parents who had "suspected" or hoped that their children were gifted but were not identified as such by the education system. Other family-members belonged mostly to one these groups; they initiated the telephone call or wrote me a mail believing the parent was not doing what she or he should have done in order to nurture the gifted child.…”