Perceptions of Teachers about Gifted Preschoolers in Abu Dhabi: A Qualitative Study

Balanced research and practice

Systematic preschool gifted education programs rarely exist in public elementary schools. The current study explored the perceptions of 16 preschool teachers (general and special education teachers) from two public schools in Abu Dhabi, United Arab Emirates (UAE) regarding their views about various components of gifted education for preschool children. Qualitative analyses, using the inductive data analysis method, revealed several themes such as, a) the definition of and identification of giftedness, b) characteristics of gifted preschoolers, c) preschoolers’ problem-solving skills, d) communication and social skills of gifted preschoolers, resources/services offered by the school to serve gifted preschoolers, e) enrichment programs available for gifted preschoolers, f) inclusive education for gifted preschoolers, g) twice-exceptional preschoolers, and h) governmental support. The results of this study may help advocate for infusing more services and programs related to the identification and education of gifted preschoolers in public schools.