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. 2022 Dec 13:13:1077278.
doi: 10.3389/fpsyg.2022.1077278. eCollection 2022.

Framing the education for gifted Lebanese and gifted refugees in Lebanon

Maya Antoun  1
Affiliations

Framing the education for gifted Lebanese and gifted refugees in Lebanon

Maya Antoun. Front Psychol. .

Abstract

The paper provides a comprehensive conceptual model or framework for the identification and programming of gifted education in Lebanon. The model is evidence-based on the critical review of the literature on gifted education over the past two decades. The model discussed topics related to teacher conceptions, identification, preparation, and practices for the gifted in Lebanon. The development of a culturally appropriate conceptual model of gifted education is locally focused on Lebanese teachers' needs to identify and serve gifted Lebanese and gifted refugee learners. This framework provides a means for educational leaders in Lebanon to consider policy reforms that will benefit not only gifted learners but also gifted refugee learners in different educational settings.

Keywords: conceptions; gifted education; gifted refugees; identification; model; professional learning.

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Conflict of interest statement

The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

Figure 1
Figure 1
Gagné’s Differentiated Model of Giftedness and Talent (Gagné, 2008).
See this image and copyright information in PMC

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