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Abstract：
The paper provides a comprehensive conceptual model or framework for the identification and programming of gifted education in Lebanon. The model is evidence-based on the critical review of the literature on gifted education over the past two decades. The model discussed topics related to teacher conceptions, identification, preparation, and practices for the gifted in Lebanon. The development of a culturally appropriate conceptual model of gifted education is locally focused on Lebanese teachers\' needs to identify and serve gifted Lebanese and gifted refugee learners. This framework provides a means for educational leaders in Lebanon to consider policy reforms that will benefit not only gifted learners but also gifted refugee learners in different educational settings.
摘要：
本文为黎巴嫩的资优教育的识别和编程提供了一个全面的概念模型或框架。该模型基于对过去二十年来有关资优教育的文献的批判性回顾。该模型讨论了与教师概念相关的主题，identification,准备,以及黎巴嫩天才的实践。在当地，开发适合文化的资优教育概念模型侧重于黎巴嫩教师的需求，以识别和服务有天赋的黎巴嫩和有天赋的难民学习者。该框架为黎巴嫩的教育领导人提供了一种考虑政策改革的手段，这些改革不仅将使有天赋的学习者受益，而且还将使不同教育环境中的有天赋的难民学习者受益。
