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Perceptions of preschool teachers of the characteristics of gifted learners in Abu Dhabi: A qualitative study

Frontiers in psychology, 2022-11, Vol.13, p.1051697-1051697

2022

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Fidelity of family centered care model to early disability diagnosis and rehabilitation in the United Arab Emirates

PloS one, 2024-04, Vol.19 (4), p.e0301094-e0301094

2024

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Decentering Whiteness in Gifted Education: Addressing the Needs of the Gifted “Others” Through Social Justice and Culturally Responsive Pedagogies

The Gifted child quarterly, 2022-04, Vol.66 (2), p.121-123

2022

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Pre-service healthcare professionals attitudes and self-efficacy towards individuals with intellectual disability in Ghana

BMC medical education, 2023-09, Vol.23 (1), p.1-714, Article 714

2023

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Cross-national study of communal attitudes toward individuals with intellectual disabilities in sub-Saharan Africa: Cameroon vs. Ghana

PloS one, 2021-09, Vol.16 (9), p.e0257482-e0257482

2021

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Development of the Emirati Child Adaptation Scale (ECAS) for Assessing the Behavioral Adaptation Skills of Children with and without Disabilities in the UAE

Education sciences, 2023-04, Vol.13 (4), p.406

2023

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Factors influencing the intention of trainee special education teachers to integrate assistive technology into teaching students with disabilities in the United Arab Emirates

Heliyon, 2023-12, Vol.9 (12), p.e22736-e22736, Article e22736

2023

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Assessing Children 'At Risk': Translation and Cross-Cultural Adaptation of the Motor Behavior Checklist (MBC) into Arabic and Pilot Use in the United Arab Emirates (UAE)

Journal of intelligence, 2022-02, Vol.10 (1), p.11

2022

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“I Have Removed My Ceiling”: Qualitative Experiences of Teachers on Their Professional Development

Journal for the education of the gifted, 2022-06, Vol.45 (2), p.111-134

2022

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The Impact of an Enrichment Program on the Emirati Verbally Gifted Children

Journal of intelligence, 2022-09, Vol.10 (3), p.68

2022

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Competence of teachers towards managing trauma among children with disabilities in Ghana

African journal of disability, 2024, Vol.13, p.1-11

2024

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Affordances as experienced by university faculties during and after the sudden transition to online teaching

Heliyon, 2023-02, Vol.9 (2), p.e13159-e13159, Article e13159

2023

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Nutritional needs of children with disabilities in the UAE: understanding predictors and mediators of nutritional knowledge and practices

BMC nutrition, 2022-10, Vol.8 (1), p.1-109, Article 109

2022

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UAE Teachers' Awareness & Perceptions of Testing Modifications

Exceptionality education international, 2010, Vol.20 (1), p.37

2010

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Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities

Exceptionality education international, 2017, Vol.27 (2), p.110

2017

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The nexus between the attitudes and self-concepts of gifted students in an Arab context

PloS one, 2024-06, Vol.19 (6), p.e0304957

2024

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Early years education teachers' perceptions of nature of science

International journal of science education, 2023-05, Vol.45 (8), p.613-635

2023

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Raising trauma awareness in the Middle East: Exploration of parental knowledge about the identification and management of trauma among children in Egypt

Journal of family trauma, child custody & child development (Print), 2024-07, p.1-21

2024

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Serving gifted children in developmental and threshold countries - Turkey

Cogent education, 2017-01, Vol.4 (1), p.1332839

2017

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Toward Understanding Science as a Whole: Investigating Preservice Teachers’ Perceptions About Nature of Science in the United Arab Emirates

Science & education, 2023-10, Vol.32 (5), p.1321-1361

2023

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Teachers' perceptions of diversity and 'others' in United Arab Emirates (UAE) Schools

Pedagogy, culture & society, 2024-01, Vol.ahead-of-print (ahead-of-print), p.1-19

2024

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Starting school - parental perspectives in the United Arab Emirates in the first year

Education 3-13, 2022-10, Vol.50 (7), p.893-906

2022

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Perceived Competence of Teachers in the Implementation of Trauma-informed Practices for Students with Disabilities in Classrooms in the United Arab Emirates

Journal of child & adolescent trauma, 2024-06, Vol.17 (2), p.611-625

2024

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Building trauma informed schools in non-western contexts: Teachers’ perceived competence in identification and trauma-informed practices in schools

Journal of human behavior in the social environment, 2024-03, p.1-22

2024

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Toward Understanding Science as a Whole

Science & education, 2023-01, Vol.32 (5), p.1321-1361

2023

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Perceptions of preschool teachers of the characteristics of gifted learners in Abu Dhabi: A qualitative study

Fidelity of family centered care model to early disability diagnosis and rehabilitation in the United Arab Emirates

Decentering Whiteness in Gifted Education: Addressing the Needs of the Gifted “Others” Through Social Justice and Culturally Responsive Pedagogies

Pre-service healthcare professionals attitudes and self-efficacy towards individuals with intellectual disability in Ghana

Cross-national study of communal attitudes toward individuals with intellectual disabilities in sub-Saharan Africa: Cameroon vs. Ghana

Development of the Emirati Child Adaptation Scale (ECAS) for Assessing the Behavioral Adaptation Skills of Children with and without Disabilities in the UAE

Factors influencing the intention of trainee special education teachers to integrate assistive technology into teaching students with disabilities in the United Arab Emirates

Assessing Children 'At Risk': Translation and Cross-Cultural Adaptation of the Motor Behavior Checklist (MBC) into Arabic and Pilot Use in the United Arab Emirates (UAE)

“I Have Removed My Ceiling”: Qualitative Experiences of Teachers on Their Professional Development

The Impact of an Enrichment Program on the Emirati Verbally Gifted Children

Competence of teachers towards managing trauma among children with disabilities in Ghana

Affordances as experienced by university faculties during and after the sudden transition to online teaching

Nutritional needs of children with disabilities in the UAE: understanding predictors and mediators of nutritional knowledge and practices

UAE Teachers' Awareness & Perceptions of Testing Modifications

Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities

The nexus between the attitudes and self-concepts of gifted students in an Arab context

Early years education teachers' perceptions of nature of science

Raising trauma awareness in the Middle East: Exploration of parental knowledge about the identification and management of trauma among children in Egypt

Serving gifted children in developmental and threshold countries - Turkey

Toward Understanding Science as a Whole: Investigating Preservice Teachers’ Perceptions About Nature of Science in the United Arab Emirates

Teachers' perceptions of diversity and 'others' in United Arab Emirates (UAE) Schools

Starting school - parental perspectives in the United Arab Emirates in the first year

Perceived Competence of Teachers in the Implementation of Trauma-informed Practices for Students with Disabilities in Classrooms in the United Arab Emirates

Building trauma informed schools in non-western contexts: Teachers’ perceived competence in identification and trauma-informed practices in schools

Toward Understanding Science as a Whole

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