Peer-reviewed journal articles ____________________________________

Alodat, A. (In press). Equitable identification practices for gifted refugee students: A systematic review and comparative thematic analysis. Gifted Child Quarterly

Alodat, A. M. (2025). Gifted education in Qatar: A critical content analysis of educational policies and programs. Gifted Education International, 0(0). https://doi.org/10.1177/02614294251397976

Al-Zyoud, N., Al-Hendawi, M., & Alodat, A. (2025). Stakeholder perspectives on challenges and improvements in student classification and progress monitoring in Qatari schools: A qualitative study. Sustainability, 17(22), 10042. https://doi.org/10.3390/su172210042

Alodat, A., Al-Hendawi, M., & Al-Zyoud, N. (2025). From satisfaction to AI integration: Stakeholder perceptions of student classification and progress monitoring in Qatar’s schools. Education Sciences, 15(11), 1541. https://doi.org/10.3390/educsci15111541

Darwish, S., Alodat, A., Al-Hendawi, M., & Ianniello, A. (2025). General education teachers’ perspectives on challenges to the inclusion of students with intellectual disabilities in Qatar Education Sciences, 15(7), 908. https://doi.org/10.3390/educsci15070908

Jabri, A., Alodat, A. M., Al-Hendawi, M., & Ianniello, A. (2025). Challenges facing general education teachers in inclusive classrooms in Qatar Frontiers in Education, 10:1623453. https://doi.org/10.3389/feduc.2025.1623453

Alshlol, F. M., & Alodat, A. M. (2025). Factors Affecting Political Participation of University Students with Disabilities in Jordan. Dirasat: Human and Social Sciences, 52(4), 6942. https://doi.org/10.35516/hum.v52i4.6942

Alodat, A., Almeqdad, Q., Al-Hendawi, M., Alzyoud, N., & Batainah, O. (2025). Exploring the psychometric properties of the Gifted Rating Scale–School Form in the Qatari context. Journal of Advanced Academics. https://doi.org/10.1177/1932202X241312462

Alodat, A., Al-Hendawi, M., Alzyoud, N., Almeqdad, Q., & Batainah, O. (2025). Assessing early childhood giftedness in Qatar: A validation study of the Arabic-translated Gifted Rating Scales–Preschool Form (GRS-P). High Ability Studies, 36(1), 17–37. https://doi.org/10.1080/13598139.2025.2456301

Alaqad, H., Alodat, A., & Kanaan, E. (2025). Identifying Underachiever Gifted Students in Jordan. An-Najah University Journal for Research – B (Humanities), 39(1), 23–36. https://doi.org/10.35552/0247.39.1.2303

Al-Hendawi, M., Al-Maadadi, F., Al-Khater, H., Alodat, A., & Bataineh, O.(2024). Enhancing behavioral assessment: Utilizing the BASC-3 student observation system in educational settings in Qatar. Discover Education, 3, 234. https://doi-org.qulib.idm.oclc.org/10.1007/s44217-024-00302-8

Altiti, R., & Alodat, A. (2024). The psychometric properties of the Jordanian version of the Modified Checklist for Autism in Toddlers-Revised (M-CHAT-R/F). Discover Social Science and Health, 4, 61. https://doi-org.qulib.idm.oclc.org/10.1007/s44155-024-00112-1

Al-Hendawi, M., Alodat, A., Al-Zoubi, S., & Bulut, S. (2024). A PERMA model approach to well-being: A psychometric properties study. BMC Psychology, 12(1), 414. https://doi.org/10.1186/s40359-024-01909-0

Alodat, A. M., Gentry, M., & Lee, H. (2024). Validity evidence of the HOPE Teacher Rating Scale–Arabic version for identifying gifted refugee students. Gifted Child Quarterly, 68(4), 251–263. https://doi.org/10.1177/00169862241256047

Alodat, A. M., & Asad, G. A. (2024). Narrative of five mothers of multi-exceptional learners in Jordan: Understanding their needs and lived experiences. Roeper Review, 46(3), 189–201. https://doi.org/10.1080/02783193.2024.2357539

Al-Hendawi, M., & Alodat, A. M. (2023). Inclusive education of refugee students with disabilities in higher education: A comparative case study. Humanities and Social Sciences Communications, 10(1), 1–11. https://doi.org/10.1057/s41599-023-02410-6

Alodat, A., & Algharaibeh, S. (2023). Students with disabilities’ estimation and their educational experiences for applying the principles of the Universal Design for Learning model at Yarmouk University. Dirasat: Educational Sciences, 50(3), 406–421. https://doi.org/10.35516/edu.v50i3.2500

Al-Meqdad, Q., Alodat, A., Alquraan, M., Mohaidat, M., & Al-Makhzoomy, A. (2023). The effectiveness of Universal Design for Learning: A systematic review of the literature and meta-analysis. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2218191

Ianniello, A., Alodat, A. M., De Giuseppe, T., & Corona, F. (2023). Exploring pre-service teachers’ personal epistemologies about flipped inclusion model: A quantitative research study. Italian Journal of Health Education, Sports, and Inclusive Didactics, 7(2). https://doi.org/10.32043/gsd.v7i2.878

Algolyalat, A., Alodat, A., Muhidat, M., & Almakanin, H. (2023). Perspectives of students with disabilities on inclusive education challenges in higher education: A case study of a Jordanian university. TEM Journal, 12(1), 406–413. https://doi.org/10.18421/TEM121-50

Ianniello, A., Alodat, A. M., & Corona, F. (2022). Towards inclusive education: A correlational study on a sample of Italian pre-service teachers’ personal values and attitudes. Italian Journal of Health Education, Sports, and Inclusive Didactics, 6(4). https://doi.org/10.32043/gsd.v6i4s.901

Almakanin, H., Alodat, A., & Al-Adwan, D.(2022). Students with disabilities’ attitudes in the Jordanian university community towards distance learning and their interactions during the COVID-19 pandemic. Dirasat: Human and Social Sciences, 49(6, Supplement 1), 211–225. https://doi.org/10.35516/hum.v49i6:.4003

Alhassan, J., Alodat, A., & Kanan, E. (2022). Formal and informal support provided for students with disability in Jordanian universities from students’ and faculties’ perspectives. The Educational Journal, 37(1), 161–203.

Alodat, A., & Gentry, M. (2022). Gifted education of Syrian refugee students in Jordan: A qualitative analysis of SWOT factors. Gifted & Talented International, 37(1), 42–55. https://doi.org/10.1080/15332276.2021.2013143

Alodat, A., Alshoqran, H., & Al-Bakkar, A. (2021). Psychosocial support provided for Syrian refugees with disabilities: A systematic review and thematic analysis. Middle East Current Psychiatry Journal, 28(66), 1–11 DOI: 10.1186/s43045-021-00131-1. https://doi.org/10.1186/s43045-021-00144-2

Almakanin, H., Alodat, A., & Al-Adwan, D. (2021). Psychological and academic well-being among students with disabilities in Jordanian universities. The International Journal of Learning in Higher Education, 28(2), 195–206. https://doi.org/10.18848/2327-7955/CGP/v28i02/195-206

Muhidat, M., Alodat, A., & Algolaylat, A. (2021). Access of students with disabilities to educational services in Jordanian universities: Physical and attitudinal barriers and challenges. Dirasat: Human and Social Sciences, 48(2), 214–229.

Almakanin, H., Alodat, A., Al-Bakkar, A., & Batarseh, H. (2021). Social implications of social media use by students with disabilities at the University of Jordan: Facebook as a model. Psychology and Education Journal, 58(2), 266–276. https://doi.org/10.17762/pae.v58i2.1555

Almakanin, H., Olaimat, A., Al-Hassan, O., Alodat, A., & Al-Rousan, A. (2021). Emotional security and social competence among Syrian refugee children with learning disabilities. Universal Journal of Educational Research, 9(1), 231–240. https://doi.org/10.13189/ujer.2021.090125

Muhidat, M., Alodat, A., & Al-Mqdad, Q. (2020). Inclusive education practices for refugee students with disabilities in Jordanian schools. International Journal of Early Childhood Special Education, 12(2), 147–153. https://doi.org/10.9756/INT-JECSE/V12I2.201066

Alodat, A., Muhidat, M., Algolylat, A., & Alzboun, A. (2020). Functional skills among students with intellectual disabilities as perceived by special education teachers in Jordan. Çukurova University Faculty of Education Journal, 49(2), 1236–1254. https://doi.org/10.14812/cufej.584249

Alodat, A., Abu Ghzal, M., & Al-Hamori, F. (2020). Perfectionism and academic self-handicapping among gifted students: An explanatory model. International Journal of Educational Psychology, 9(2), 195–222. https://doi.org/10.17583/ijep.2020.4426

Almakanin, H., Alodat, A., & Batarsah, H. (2019). Psychological and educational impacts of using social media sites by students with disabilities in Jordanian universities. Journal of Psychological and Educational Research, 27(2), 111–125.

Alodat, A., & Almomani, F. (2019). Gifted Syrian refugee students in Jordanian schools: Have we identified them. Gifted & Talented International, 33(1–2), 52–63. https://doi.org/10.1080/15332276.2019.1665484

Alodat, A., & Almomani, F. (2019). Evaluating educational services offered for Syrian gifted refugee students in Jordanian schools. Journal for the Education of Gifted Young Scientists, 7(2), 253–271. http://dx.doi.org/10.17478/jegys.552789

Alodat, A., & Zumberg, M. (2019). Using non-verbal cognitive abilities screening test in identifying gifted and talented young children in Jordan: A focus group discussion of teachers. Journal for the Education of the Gifted, 42(3), 266–279. https://doi.org/10.1177/0162353219855676

Muhidat, M., Alodat, A., Algolaylat, A., & Aljdou, M. (2019). Teachers’ perceptions about evidence-based practices and their uses for talented students in King Abdullah II Schools of Excellence. Islamic University Journal for Educational and Psychological Studies, 27(3), 207–232.

Alodat, A., & Zumberg, M. (2018). Standardizing the Cognitive Abilities Screening Test (CogAT 7) for identifying gifted and talented children in kindergarten and elementary schools in Jordan. Journal for the Education of Gifted Young Scientists, 6(2), 1–13.

Almakanin, H., & Alodat, A. (2018). Issues of children with disabilities as reflected in the Jordanian media from their parents’ perception: A SWOT analysis. The New Educational Review, 52(2), 171–183. https://doi.org/10.15804/tner.2018.52.2.21

Alodat, A., Almakanin, H., & Zumberg, M. (2014). Inclusive education within the Jordanian legal framework: Overview of reality and suggestions for the future. International Journal of Academic Research in Business and Social Sciences, 4(5), 220–226. http://dx.doi.org/10.6007/IJARBSS/v4-i5/850         

Conference Presentations ____________________________________

Alodat, A. (2025). General Education Teachers’ Perspectives on Challenges to the Inclusion of Students with Intellectual Disabilities in Qatar. Dubai International Conference on Teaching, Education & Learning, Dubai, United Arab Emirates.

Alodat, A. (2025). Equitable identification practices for gifted refugee students: A systematic review and comparative thematic analysis. World Council for Gifted and Talented Children (WCGTC) World Conference, Braga, Portugal.

Williamson, R. L., Alodat, A. M., Shilibekova, A., Aldabaibeh, A., Sultangbubiyeva, A., & Cetin, B. (2024). Translating inclusion: A model to relationally frame international inclusive education comparative research. In A. Tiwari (Chair), Re-conceptualizing comparative international studies: Building models for deeper understanding [Symposium], American Educational Research Association (AERA) Annual Meeting, Philadelphia, Pennsylvania, United States.

Alodat, A. M., Albabaibeh, A., & AlKharouf, R. (2024). The educational experiences of Syrian refugee children with disabilities in Jordan. In R. L. Williamson (Chair), Examining the educational experiences of refugee children with disabilities in Jordan, Canada, and Kazakhstan [Symposium], American Educational Research Association (AERA) Annual Meeting, Philadelphia, Pennsylvania, United States.

Ianniello, A., Alodat, A., & Corona, F. (2024). Towards inclusive education: A correlational study on a sample of Italian pre-service teachers’ personal values and attitudes. 3rd Consortium of Inclusive Teacher Education and Development (C.I.T.E.D.) International Conference, University of Salerno, Italy.

Ianniello, A., De Giuseppe, T., Corona, F., & Alodat, A. (2023). Exploring pre-service teachers’ personal epistemologies about flipped inclusion model: A quantitative research study. 2nd Consortium of Inclusive Teacher Education and Development (C.I.T.E.D.) International Conference, University of Salerno, Italy.

Al-Shaghnobi, S., Alodat, A., Abu Jammaah, S., & Abd Alrhman, I. (2023). Developing a screening instrument for children with autism spectrum disorder using an eye-tracking system. 2nd Engineering International Conference on Electrical, Energy, and Artificial Intelligence (EICEEAI), Zarqa University, Jordan.

Alakkad, H., Alodat, A., & Kanan, E. (2023). Identifying underachiever gifted students in Jordan. 42nd Annual Conference of the American Council on Rural Special Education (ACRES), Pittsburgh, Pennsylvania, United States.

Almakanin, H., & Alodat, A. (2021). Distance practicum training from student teachers’ perspectives in Jordanian public universities during the COVID-19 pandemic: Opportunities and challenges. 1173rd International Conference on Education and E-Learning, Miami, Florida, United States.

Alodat, A. (2019). Innovation and digital fabrication laboratories: The gap between digitalization and the educational system. The Third Arab Conference for Thinking, Creativity and Innovation, Amman, Jordan.

Alodat, A. (2018). Psychosocial needs of Syrian refugees with special needs: A systematic review and meta-analysis. The 5th International Jordanian Psychiatric Conference, Amman, Jordan.

Alodat, A. (2018). Psychosocial needs of refugees with special needs and gifts. Regional Symposium on Psychosocial Support in Academia, Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), Dead Sea, Jordan.

Alodat, A., & Almomani, F. (2018). Evaluating educational services offered for Syrian gifted refugee students in Jordanian schools using NAGC standards. Global Conference on Education and Research, Las Vegas, Nevada, United States.

Alodat, A., & Zumberg, M. (2017). Standardizing the Cognitive Abilities Screening Test (CogAT 7) for identifying gifted and talented children in kindergarten and elementary schools in Jordan. 6th Cyprus International Conference on Educational Research, North Cyprus.

Alodat, A. (2015). Improving creativity by teaching thinking skills. Wayne State University Graduate Exhibition, Detroit, Michigan, United States.

Alodat, A. (2015). The impact of a thinking skills teaching program in improving creative thinking in a sample of kindergarten children in Jordan. 6th Annual Midwest Graduate Research Conference, University of Toledo, Toledo, Ohio, United States.

Alodat, A. (2014). Inclusive education within the Jordanian legal framework: Overview of reality and suggestions for the future. 5th Annual Midwest Graduate Research Conference, University of Toledo, Toledo, Ohio, United States.

Alodat, A., Zumberg, M., & Algolaylat, A. (2014). Special education of persons with intellectual disabilities in Jordan. YAI International Conference, New York City, New York, United States

Books and book chapters _____________________________________

Ianniello, A., Alodat, A. M., & Corona, F. (2023). A bivariate analysis of teachers’ well-being and personal values for inclusive education. In M. Carmo (Ed.), Handbook of research on establishing digital competencies in the pursuit of online learning (pp. 243–260). IGI Global. https://doi.org/10.4018/978-1-6684-7010-7.ch013

Ferreira, N., Alodat, A., et al. (2020). Governing protracted displacement: An analysis across global, regional, and domestic contexts (TRAFIG Working Paper No. 3). Bonn, Germany: Bonn International Centre for Conflict Studies (BICC).

Alodat, Ali; Aljdou, Mohammad, Aljaafreh, Ahmed; and Alshbol, Abd al Khaliq. (2018). School Fab Lab: Innovation and Digital Fabrication. Unpublished curriculum. Innovation and School Fab Lab Project (Maher), Ministry of Education, Riyadh, Saudi Arabia.

Alodat, A. (2017). The Jordanian Arabic Version of The Cognitive Abilities Test Form 7. Noor Publishing, Latvia.

Alodat, A. (2010). Basic Thinking Skills: A Practical Guide. Modern System Schools Publishing. Amman, Jordan.

Alodat, A. (2010). Creative Thinking Skills: A Practical Guide. Modern System Schools. Amman, Jordan.

Alodat, A. (2010). Critical Thinking Skills: A Practical Guide. Modern System Schools. Amman, Jordan.

Alodat, A. (2010). Teaching Thinking Skills. Modern System Schools. Amman, Jordan.