Gifted education of Syrian refugee students in Jordan: SWOT factors (strengths, weaknesses, opportunities, and threats)

Aiming to evaluate the gifted education services provided to Syrian refugee students, this study used a qualitative analysis approach to identify strengths, weaknesses, opportunities, and threats factors (SWOT) that affect practices and services in the field. A thematic analysis method was used to a...

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Bibliographic Details
Published in:Gifted and talented international 2022, Vol.37 (1), p.42-55
Main Authors: Alodat, Ali M., Gentry, Marcia
Format: Article
Language:English
Subjects:
Academically Gifted
Access to Education
Affordances
Barriers
Counseling
Educational Legislation
Educational Policy
Enrollment Rate
Financial Support
Foreign Countries
Gifted Education
Gifted Identification
Gifted Refugee
HOPE Scale-Arabic Version
Inclusion
International Cooperation
Partnerships in Education
Program Effectiveness
Refugees
Services
Talent Identification
Teacher Attitudes
Teacher Rating Scales
Validity Studies
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Summary:Aiming to evaluate the gifted education services provided to Syrian refugee students, this study used a qualitative analysis approach to identify strengths, weaknesses, opportunities, and threats factors (SWOT) that affect practices and services in the field. A thematic analysis method was used to analyze qualitative data collected from official websites, educational laws, international reports, research studies, and interviews with four participants. Identified themes were distributed into four main categories that represent the areas of SWOT. This study revealed that the refugee gifted education system in Jordan is affected by internal and external factors. Attention to these factors could strengthen gifted refugee education by addressing identification procedures and providing professional development and counseling services. On the other hand, the gifted education system could exploit the inclusion principle opportunities to reduce the threats by overcoming financial and logistics limitations. Finally, this study proposes a developmental model for use to reform the refugee gifted education system.
ISSN:1533-2276
2470-9565
DOI:10.1080/15332276.2021.2013143