The Centennial‏ ‏of Gifted and Talented ‎Students Care in Jordanian Public Education: ‎Reality and Suggested Educational ‎Perspectives

Abstract

This study aimed at tracing the stages of development of talented and gifted care through the first centennial of the Jordanian educational system and presenting suggested educational perspectives to improve it. The study followed a historical approach, and content analysis of documents and evidence related to the objectives of the study. The results of the study showed that the stages of gifted and talented care in Jordan began from the societal and individual initiatives stage, such as the establishment of the Jubilee School (1977), then the legislation and educational policy stage, the independence of administrative organization of the gifted and talented programs and their supervision stage, and the implementing their programs, preparing, and qualifying teachers to take care of the gifted and talented. The results also showed that the Jordanian educational system’s interest in developing the process of the gifted and talented students began in the early stages, as did the diversity of its programs and their coverage of all academic and geographical levels of their schools. Finally, the results indicated the necessity of adopting a comprehensive national strategy to provide quality care for gifted and talented students and their education, which may be achieved by educational perspectives based on early detection, supporting productive talent, giving attention to psychological capital, the promotion of educational media for them, openness to socialization institutions, and the qualification of talented teacher