Gifted education is gaining traction in many non-Western contexts, including the United Arab Emirates (UAE), which has developed many policies to develop giftedness. However, the identification of giftedness relies heavily on instruments developed in Western contexts, which have the potential to derail efforts toward promoting gifted education in the UAE. This study aimed to present data on 999 grade 4 to 12 students who completed the UAE's national gifted identification test, known as the Hamdan Gifted test. Guided by the Cattell-Horn-Carroll theory, this study reports data on ability tests (verbal ability, nonverbal ability and preknowledge of mathematics and science) completed by students across the UAE between 2018 and 2023. The results revealed that 53% of the participants demonstrated superior ability in science, whereas 19% reported superior ability in mathematics. The percentage of students who demonstrated superior ability in other domains was as follows: verbal ability (52%; word crossing), verbal ability (14; true/false) and nonverbal ability (29%). The study concludes with recommendations for teacher development to enhance the teaching of mathematics to gifted students in schools in the UAE and beyond.

Twice exceptional (2e) learners' students who combine high intellectual or creative potential with learning or developmental challenges represent an underserved group and a key example of sustainable, equitable inclusion. This chapter explores how schools can shift from theoretical equity to evidence-based practice. In alignment with UN SDG 4, it argues that sustainable inclusion must recognize full cognitive diversity, especially learners whose profiles defy traditional categories. Due to the masking effect, many 2e students remain unidentified, leading to academic, social, and emotional challenges. Drawing on research in gifted and special education, the chapter highlights differentiated instruction as an effective approach. It integrates major developmental and talent models to explain the cognitive, emotional, and ecological dimensions of 2e learners and concludes with recommendations showing that embracing cognitive diversity is essential for sustainable human development.

PURPOSE:Assistive technology (AT) is widely promoted as a means of supporting equitable participation in higher education; however, little is known about how students with visual impairment (SWVI) in Gulf higher education experience AT in everyday academic life. This study explored how SWVI at one public university in the United Arab Emirates (UAE) perceived the affordances and constraints of AT in academic activities. MATERIALS AND METHODS:A qualitative interpretive phenomenological design was used. Ten Emirati SWVI enrolled in undergraduate or postgraduate programmes and regularly using AT for academic purposes were recruited through the university's disability support unit. In-depth- semi-structured interviews were conducted and analysed using reflexive thematic analysis. RESULTS:Four interrelated themes were identified in the study. AT functions as a catalyst for academic and social autonomy, enabling students to manage core tasks and participate more fully in university life. However, these affordances were often curtailed by inaccessible digital platforms, incompatible course materials, bureaucratic hurdles and limited technical support. Institutional and peer awareness acted as conditional enablers of AT use, while a pervasive lack of specialised and continuous training for both students and staff constrained the realisation of AT's potential for enhancing learning. CONCLUSION:In this single-institution study, AT's educational affordances of AT were situational and emerged from interactions among students, technologies and institutional systems. Improving digital accessibility, centralising AT support and providing structured AT training for students and staff may help advance the UAE's inclusive education goals and strengthen equitable participation in comparable higher-education settings.

BACKGROUND: Mental health disorders have been noted as public health menaces that can derail the development of individuals such as young adults. The risk and negative effects of mental health disorders have been widely studied in Western contexts. However, in the non-Western context, research on the risk of mental health disorders is very limited. The purpose of this study was to explore the risk of mental health disorders among young adults across Bangladesh, Egypt, Ghana and the United Arab Emirates. METHODS: A total of 1871 young adults completed the Depression, Anxiety and Stress Scale-21, which was validated via confirmatory factor analysis. Frequency counts, analysis of variance and linear regression were computed to understand the associations between demographics and the domains of mental health disorders. RESULTS: The Depression, Anxiety and Stress Scale-21 was found to be a valid instrument, and the prevalence of mental health disorders ranged between 15% and 18%. However, the risk of mental health disorders seemed to be greater among young adults from Bangladesh than among those from the other three countries. CONCLUSIONS: This study recommends tailored mental health disorder awareness programs in the countries where data are collected. Specifically, targeted training could be designed by policymakers on the basis of characteristics such as age and gender.

Low-income countries, such as Bangladesh, Egypt and Nepal, are experiencing enormous social problems, such as poverty, violence and extremism, which can expose children to trauma. However, the literature on parental awareness of trauma-informed approaches is very limited, possibly due to the lack of a reliable instrument for continuous data collection on parental knowledge regarding the onset of trauma and the best management strategies. The overarching aim of this study was to thoroughly validate the parental trauma identification and management scale (PTIMS), a newly developed tool for trauma-informed approaches, using data collected from parents in three low-income countries. A total of 750 parents from three low-income countries (Bangladesh, n = 300; Egypt, n = 205; Nepal, n = 245) shared experiences of poverty and social problems that could increase their children's vulnerability to trauma. The parents completed the PTIMS, which was translated into the first language of each of the studied countries and subjected to validation using item response theory. Multivariate analysis of variance was computed to understand the differences between participants. Rasch analysis yielded appropriate psychometric properties for the PTIMS. For example, the outfit mean square and infit mean square values of all 33 items ranged from 0.878 to 1.124 and from 0.910 to 1.096, respectively. The multivariate analysis of variance revealed differences between participants in some demographic variables, such as country, age, employment status and school type. The PTIMS is a valid instrument for gathering surveillance data on trauma awareness among parents, who are important stakeholders in efforts to create trauma-informed schools in low-income contexts.

The relationship between trauma-informed approaches and mental health disorders among youths remains underexplored in non-Western contexts in particular. This study aims to investigate the role of trauma-informed approaches in explaining the variance of mental health disorders among young adults across Bangladesh, Egypt, Ghana and the United Arab Emirates. One thousand-eight hundred and 71 young adults from four countries completed the individual Trauma Identification and Management Scale and the Depression, Anxiety and Stress Scale. The data were subjected to hierarchical multiple regression and moderation analyses. The findings of the study indicate that the identification of trauma contributes uniquely to the variance observed in anxiety and stress levels, while the implementation of trauma-informed practices serves as a significant predictor of depression. The study concludes by recommending targeted training initiatives and underscores the necessity for policymakers to collaborate with higher education institutions to formulate effective trauma and mental health policies.

The role of teachers in the promotion of quality education cannot be overemphasised. In teacher education, the emphasis is on training individuals who are committed to teaching. However, educational systems are facing difficulties when it comes to keeping qualified teachers in the profession. There are problems with training individuals with a positive attitude towards teaching and, at the same time, retaining qualified teachers. However, the relationship between attitudes towards teaching and teacher retention has not been explored. The present study was guided by Ajzen's concept of behavioural belief, which is a tenet of the theory of planned behaviour, and Mason and Matas' four-capital retention model. A total of 407 pre-service teachers enrolled in education programmes from one institution in Egypt (n = 275) and one in the United Arab Emirates (n = 132) were surveyed. The data were analysed using the Pearson moment correlation coefficient, multiple and hierarchical regressions, and moderation analysis. The results show a positive contribution of attitude to the variance in retention among pre-service teachers. Moreover, teacher nationality significantly moderated the relationship between attitude and teacher retention. The need to incorporate course content on changing attitudes towards teaching into teacher education programmes as part of the effort to promote retention is discussed in detail.

When working with students with disabilities who are prone to trauma, it is vital for teachers to be able to identify and manage trauma. Given that students with disabilities have varying levels of trauma, this study assessed teachers' self-reported competence toward trauma identification and trauma-informed practice among students with disabilities. The Teacher Trauma Identification and Management Scale (TTIMS), which is based on the Substance Abuse and Mental Health Services Administration (SAMHSA) (2014) trauma model, was employed to investigate the suitability of non-western teachers' ability to identify and manage trauma. Data was collected from 694 teachers in Bangladesh, Egypt and Nepal. The data were analyzed using confirmatory factor analysis and moderation analysis. The results supported the hypothesized relationship between trauma identification and trauma-informed practice. The need for further development of teacher training aligned with the SAMHSA trauma model is discussed in detail.

Mental health is increasingly recognized worldwide as a significant public health challenge. However, progress in developing interventions to address mental health burdens, particularly in non-Western countries, has been remarkably slow. This stagnation may be attributed to limited research on the underlying causes of mental health issues, such as trauma, as well as a lack of awareness regarding mental health disorders and help-seeking behaviours. The current study seeks to mainstream the understanding of mental health disorders by investigating the impact of trauma awareness and mental health disorders on the variance in help-seeking behaviours for mental health in non-Western contexts. This exploration aims to enhance the discourse on mental health initiatives and inform strategies for promoting mental health awareness and access to care in these regions. A total of 2472 young adults (n = 1871) and adolescents (n = 601) were recruited from four countries (Bangladesh, n = 487; Egypt, n = 1070; Ghana, n = 695; and UAE, n = 217) to participate in this study. They completed three survey scales, namely, the Depression, Anxiety and Stress Scale, the Individual Trauma Identification and Management Scale and the Attitude toward Seeking Professional Psychological Help. Using the Statistical Package for Social Science version 29 and the Andrew Hayes PROCESS Model version 4.0, the data were subjected to hierarchical multiple regression, moderation and mediation analyses. Both trauma and mental health disorders collectively served as predictors of access to mental health help-seeking behaviour. Furthermore, mental health help-seeking behaviour was identified as a mediating factor in the relationship between trauma and mental health disorders. This study recommends the establishment of mental health and trauma awareness programs specifically aimed at young adults and adolescents across these four countries. Additionally, a comprehensive discussion of the study’s implications is provided in detail. Nonwestern contexts share a common understanding or perception of mental health disorders. Comparative studies on mental health among adolescents and young adults are under-researched in a nonwestern context. Studies on the relationships among awareness of trauma, mental health disorders and mental health-seeking behaviour are very rare. Trauma awareness and mental health disorders are significant predictors of mental health help-seeking behaviours. Raising awareness of trauma and mental health disorders could enhance mental health help-seeking behaviour.

Although previous research on parental involvement in the education of children with disabilities in non-Western contexts remains very scarce, mothers are consistently reported to be the primary caregivers involved in the day-to-day nurturing of their children with disabilities. In this study, we investigated the nature of maternal involvement in the education of children with special needs in both public and private schools in the UAE. The data collected during semi-structured interviews with 24 mothers of children with disabilities were analyzed thematically using [Epstein, J. L. (1994). Theory to practice: Schools and family partnerships lead to school improvement and student success. In C. L. Fagnano & B. Z. Werber (Eds.), School, family, and community interaction: A view from the firing lines (pp. 39-52). Westview Press] six indicators of parental involvement - namely, parenting, home-school communication, home learning activities, volunteering, decision-making, and collaboration with the community. The results revealed that, in an effort towards promoting the education of children with disabilities, parents perform some functions related to the Epstein model. For instance, the participants recounted providing their children with basic necessities; yet, some participants reported struggling with purchasing assistive devices for their children. Taken together, the results contribute to the literature on the education of children with disabilities in non-Western contexts and provide meaningful insights for practitioners, such as educators and policymakers, with regard to future educational reforms aimed at improving the education of children with disabilities in the UAE.

Consistently, it has been reported that children with disabilities struggle to acquire literacy skills. Although there is evidence that students with learning disability are not given requisite support in classrooms, there is limited research on training or interventions which could equip teachers with requisite pedagogical skills to teach literacy to students. This experimental study assessed the effectiveness of training intervention intended to develop the literacy skills of pre-service special education teachers in the United Arab Emirates. Guided by Bandura’s social cognitive learning theory, this experimental study aimed to understand the impact of training on literacy skills of pre-service special education teachers. The performances of experimental (n = 5) and control (n = 8) groups in English reading and writing activities were compared at pre- and post-tests. The data were analyzed using means, Mann–Whitney U tests and Wilcoxon signed rank test. While experimental and control groups did not differ at pre-test, some differences were observed between the experimental and control groups at post-test. For instance, differences were found between participants on pre-English reading time and post-English reading time, z = −1.08, n = 13, p = 0.02, with a moderate effect size, r = .30. The results of study underscore the need for curriculum revision and targeted literacy training for pre-service special education teachers. Other study implications are discussed.

Persons with disabilities have consistently been excluded from deliberations on climate change actions since the beginning of the global debate on this crucial issue. The Middle East and North Africa (MENA) region has the harshest weather conditions worldwide, highlighting the need to understand the factors that could impact awareness of climate change among persons with sensory impairments. Guided by Ajzen’s theory of planned behaviour, this study sought to explore the relationship between attitudes towards climate change and participation in pro-environmental climate change behaviours among persons with sensory impairments in the MENA region. The Awareness of Climate Change and Pro-Environmental Behaviour Willingness Questionnaire was completed by 542 persons with sensory impairments. The data were subjected to hierarchical multiple regressions and moderation analysis. The findings indicate a significant relationship between attitude and participation in climate change behaviour. The study concludes with an urgent call to policymakers to engage the disability community in the MENA region in climate change action.

Background The research literature has reported the need for educators to develop suitable programs geared toward the nurturance of gifted students. Although some non-Western countries have adopted policies to foster the growth of exceptional students, their contributions to research in gifted education are limited. To expand the literature on gifted education, this study was guided by Ajzen’s theory of planned behavior to explore the attitudes and self-conceptions of gifted and talented students in the United Arab Emirates. Methods The revised Self-Perception Profile for Children and Opinions About the Gifted and Their Education scales were used to collect data from 150 high school students in Abu Dhabi, one of seven states (emirates) in the United Arab Emirates. AMOS software version 29 was used to conduct confirmatory factor and path analyses. To evaluate the differences between the background variables on attitudes and self-concepts, t-tests were calculated using SPSS software version 28. Results The study found a relationship between the attitudes and self-concepts of students regarding their participation in enrichment programs. The hypothesized moderation effect of demographic variables on the relationship between attitudes and self-concepts was not supported. Conclusion The study’s limitations and implications for educators in the United Arab Emirates to prioritize programs geared toward developing the attitudes and self-concepts of gifted students are discussed in detail.

This chapter examines the role of project-based learning (PBL) in fostering students' critical thinking skills. By providing both theoretical foundations and practical insights, the chapter explores how PBL can create meaningful connections and enhance students' preparedness for the future. The authors emphasize key strategies employed in PBL, including active and differentiated learning, collaborative group work, critical thinking skills, and research and investigation. These strategies empower students to tackle real-world problems and challenges, enabling them to develop their critical thinking abilities. Throughout the chapter, the authors highlight the importance of PBL as an approach that promotes deeper learning and equips students with the skills needed to navigate the complexities of the world around them.

Background: Although trauma is one of the leading causes of behaviour problems among children with disabilities, there has been limited scholarly interest in trauma management within the discourse of implementation of inclusive education. Objectives: The Substance Abuse and Mental Health Services Administration (SAMHSA) trauma management model was used to study teachers’ awareness of trauma management among students with disabilities studying in regular classrooms. Method: A total of 271 teachers were recruited from two municipalities in the central region of Ghana to complete the Teacher Trauma Management Scale developed for this study. The data were analysed using confirmatory factor analysis, mean scores, multivariate analysis of variances, and linear regression. Results: The results showed teachers’ uncertainty towards trauma management, and a positive correlation was also found between the tenets of the study framework. Conclusion: The study concluded with a recommendation for contextual development of the curriculum to guide teacher training in trauma management. Contribution: Studies on trauma management within the discourse of implementation of inclusive education are scarce. This study extends the literature on inclusive education to teacher development to support trauma management among students with disabilities in regular schools.

The International Literacy Association’s literacy model was used as a framework for exploring the leadership type required to advance literacy development in the United Arab Emirates, which is the process of developing structures to enhance ECE. In addition, ECE teachers (n = 15) were interviewed to understand their perspectives on leadership and efforts towards creating a conducive environment for collaboration between teachers and parents. The result showed that participants favoured good relationship qualities and pedagogical support from leaders. However, while a conducive environment has been developed, there are challenges pertaining to embracing diversity, unhealthy competition between teachers, and a lack of cooperation in the form of parents derailing teaching activities. The study concludes with the need for teacher educators to promote and inculcate human relationship development within ECE leaders’ training, and other study implications are also discussed.

Trauma refers to an overwhelming experience that can leave lingering and negative memories in individuals. Although it is a precursor to challenging behaviours among students with disabilities, the ability of teachers to manage and support them in overcoming their post-trauma experiences is rarely discussed in the literature. This study aims to understand the perceived competence of teachers in adopting trauma-informed practices (TIP) for students with disabilities in regular classrooms in the United Arab Emirates (UAE). The trauma model of the Substance Abuse and Mental Health Services Administration (SAMHSA) guided the development of the Teacher Trauma Management Scale (TTMS) as well as the Balanced Inventory of Desirable Responding (BIDR-16), which was used for data collection. A total of 244 in-service teachers were recruited from 22 schools in one of the seven Emirates in the UAE. The data were subjected to a t-test, an analysis of variance, Pearson moment-production correlation, hierarchical regression and moderation analyses. The results show an interrelationship between most of the domains of the SAMHSA model, the ambivalence of participants towards the implementation of TIP, a small influence of social desirability and the effect of background variables on TIP in the UAE. The study findings showed neutrality of participants on trauma management and thus, highlighting the need for TIP policy formulation, curriculum reform and other implications, which are discussed in detail in the paper.

Any successful educational system must have strong leadership because it is crucial to the vibrancy of institutions. Early childhood (EC) and special education (SE) programs require decisive leadership since managers and service providers are accountable for delivering high-quality instruction. This chapter examines the key leadership practices necessary for effective leadership in early childhood special education (ECSE). The importance of setting a clear vision and mission, building positive relationships with families and staff, and establishing a supportive learning environment are emphasized. Evidence-based strategies for promoting teacher quality and student outcomes are presented, as well as recommendations for ongoing professional development and evaluation. The chapter concludes with a call to action for leaders to commit to continuous improvement and strive for excellence in their leadership practices in serving children with disabilities and their families. The chapter concludes by emphasizing the importance of constant learning and professional growth for ECSE.

Background: Goal 2 of United Nation's Sustainable Development Goals exhorts countries to pro-vide guidelines on better nutrition for all children. In response, the United Arab Emirates (UAE) government designed a national nutrition framework to encourage better eating habits. However, large body of literature has reported that children with ASD are at high risks of malnutrition and poor eating habits. Yet, in the UAE and other contexts, there is limited research on accessibility of nutritional services to adults in the lives of children with ASD.Aims: As parents and teachers spend the most time with children with ASD, this study sought to understand their perceptions of the availability of nutritional services for such children in the UAE. Method and procedures: Penchansky and Thomas' (1981) health access theory served as the theoretical framework; its five tenets (geography, finance, accommodation, resources and acceptability) informed the design of a semi-structured interview guide. Data were collected from 21 participants, comprising 6 parents and 15 teachers of children with ASD.Outcomes and results: Thematic analysis revealed that participants perceived accommodation, acceptability, and human resource availability as barriers to accessibility. However, geographical and financial accessibility were not identified as challenges. Conclusions and implications: The study calls for health policymakers to formalise nutritional services as an integrated part of the UAE health system, while also extending services to children with ASD. Contribution: This study makes a substantial contribution to the literature. First, it addresses the needs for nutritional services for children with ASD. There is a limited body of knowledge on whether children with ASD have access to the requisite nutrition for development This study sheds light on an area that has received limited scholarly insight. Second, it adds to the usage of health access theory in studies on nutritional services for children with ASD.