Gifted Syrian refugee students in Jordanian schools: have we identified them?

Abstract

ABSTRACT This qualitative study aimed to analyze educational services offered in Jordanian schools to identify gifted Syrian refugee students. To do that, 42 semi-structured interviews were conducted with school principals and educational supervisors. Participants were asked open-ended questions about educational practices used with Syrian students inside refugee camps and northern cities in Jordan. The collected data were then analyzed using descriptive coding analytical strategies. Results show that gifted identification services provided for Syrians students are insufficient and weak. The results also showed that school principals and educational supervisors have positive trends toward providing gifted education services. However, they suffer from a range of administrative and legislative problems that limit their ability to provide appropriate services to students. Finally, these results provide a comprehensive analysis for educators in Jordan to develop higher quality identification procedures for gifted Syrian refugees’ students.