Abstract
The purpose of this study is to examine the available laws and regulations regarding the education of gifted students by comparing these laws and regulations in Australia, South Korea, Saudi Arabia, and the United Arab Emirates. The study used the descriptive analytical comparative approach and analyzed available information in published studies, peer-reviewed articles, and online official documents of the countries under study. The findings of the study reported that Australia is very advanced in the field of enacting policies and legislation, as it has developed integrated strategies that include most of the elements of policies and legislation, although there are some shortcomings compared to the international standards; in South Korea, there are policies and legislation, but they are not integrated and have many shortcomings in definitions, explanation and implementation, and they do not cooperate with the international standards. In Saudi Arabia and the UAE, the implementation of policies and legislation is neither in line with international standards nor with the general directions of educational policies, and they are almost unavailable. However, the UAE has taken some steps to enact policies and laws.
Publisher
International Journal of Advanced and Applied Sciences
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