© 2018

Gifted Education in Lebanese Schools

Integrating Theory, Research, and Practice


Part of the SpringerBriefs in Psychology book series (BRIEFSPSYCHOL)

Also part of the SpringerBriefs in School Psychology book sub series (BRIEFSSCHOOL)

Table of contents

  1. Front Matter
    Pages i-xix
  2. Anies Al-Hroub, Sara El Khoury
    Pages 1-7
  3. Anies Al-Hroub, Sara El Khoury
    Pages 9-38
  4. Sara El Khoury, Anies Al-Hroub
    Pages 39-59
  5. Anies Al-Hroub, Sara El Khoury
    Pages 95-110
  6. Back Matter
    Pages 111-122

About this book


This Brief discusses research about gifted education in Lebanese schools. It provides an overview of the latest theories, definitions, and practices used to identify gifted students in Lebanese schools. Chapters begin by providing background information on the status of gifted education in Lebanon and the challenges gifted Lebanese children face. Subsequent chapters discuss recent and relevant international definitions of giftedness as well as common misconceptions and underrepresentation of giftedness.

The Brief presents research study findings on the cultural definition of giftedness in the minds of Lebanese teachers. It also presents findings on current practices used to identify gifted learners in Lebanese schools.  It concludes with recommendations from the teachers that participated in the reported study as well as the authors’ proposal for a Lebanese elementary school policy for identification of gifted students.

Gifted Education in Lebanese Schools is an informative resource for researchers, professionals, practitioners, and graduate students in the field of school psychology, educational psychology, gifted and special education, and social work. 


Attributes of gifted Lebanese students Characteristics and giftedness Constructs of giftedness Definition of giftedness Gender differences and giftedness Gifted boys versus gifted girls Gifted stereotypes in Lebanon Giftedness and culture Giftedness and Identification Giftedness in Lebanese children High academic performance and giftedness High intellectual ability and giftedness Identifying gifted students Lebanese definition of giftedness Misconceptions and giftedness Social intelligence and giftedness Socially gifted students Teacher perceptions and giftedness

Authors and affiliations

  1. 1.Department of EducationAmerican University of BeirutJouniehLebanon
  2. 2.Department of Education, ChairpersonAmerican University of BeirutBeirutLebanon

About the authors

Sara El Khoury, MA, is the Program Coordinator of USP VI, USAID, in the American University of Beirut (AUB), which helps Lebanese underprivileged students attain a USAID scholarship at AUB. Ms. Khoury previously worked in Adma International School as a special needs teacher, where she taught students with severe learning disabilities, including down syndrome, cognitive delay, autism, dyslexia, and gifted students in middle school. She created and implemented curricula that were approved and used in the school. Ms. Khoury completed her MA in Educational Psychology (with emphasis on School Guidance and Counseling), BA in Elementary Education (with emphasis on English and Social Studies Education), and a teaching diploma in Special Education from the American University of Beirut (AUB). Ms. Khoury was also a research associate on a project funded by the Welfare Association regarding different aspects of education in the Palestinian camps in Lebanon.

Anies Al-Hroub, PhD, MPhil, is the Chairperson of the Department of Education at the American University of Beirut. He is an Associate Professor of Education Psychology and Special Education and the coordinator of the Special Education program. Al-Hroub completed his PhD and MPhil in Special Education (Giftedness and Learning Disabilities) from the University of Cambridge and his MA (Special Education) and BA (Psychology) from the University of Jordan. He also obtained a Higher Diploma in “Learning Disabilities” from Balka Applied University. He was selected as the British Academy Visiting Scholar to the Faculty of Education at the University of Cambridge in 2010, and a Visiting Scholar to the School of Advanced Social Studies (SASS) in Slovenia. His publications appeared in leading international gifted and special education journals in addition to two published books entitled, Theories and Programs of Education for the Gifted and Talented (1999), and ADHD in Lebanese schools: Diagnosis, assessment and treatment [spring, 2016]. His research interests focus on gifted and talented education, learning disabilities, dyslexia, twice-exceptionality, early childhood education, educational assessment, psychometric and dynamic assessment, guidance and counseling, metacognition and school dropout. He has led several educational projects sponsored by UNICEF, UNRWA, the British Academy, USAID, Issam Fares Institute for Public Policy and International Affairs (IFI), and Welfare Association and served as consultant for UNESCO, the Asfari Foundation, and the Center for Civic Engagement and Community Service (CCECS) at AUB.  

Bibliographic information

  • Book Title Gifted Education in Lebanese Schools
  • Book Subtitle Integrating Theory, Research, and Practice
  • Authors Sara El Khoury
    Anies Al-Hroub
  • Series Title SpringerBriefs in Psychology
  • Series Abbreviated Title SpringerBriefs in Psychology
  • DOI
  • Copyright Information The Author(s), under exclusive licence to Springer International Publishing AG, part of Springer Nature 2018
  • Publisher Name Springer, Cham
  • eBook Packages Behavioral Science and Psychology Behavioral Science and Psychology (R0)
  • Softcover ISBN 978-3-319-78591-2
  • eBook ISBN 978-3-319-78592-9
  • Series ISSN 2192-8363
  • Series E-ISSN 2192-8371
  • Edition Number 1
  • Number of Pages XIX, 122
  • Number of Illustrations 0 b/w illustrations, 11 illustrations in colour
  • Topics Child and School Psychology
    Educational Policy and Politics
    Social Work
  • Buy this book on publisher's site
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