Members - Al-Hroub, Anis

Al-Hroub, Anis

Ph.D, in Special Education (With emphasis on Learning Disabilities), University of Cambridge, UK

Associate Professor of Educational Psychology and Special Education

American University of Beirut


  1. Al-Hroub, A. (in review). Tracking dropout students in Palestinian refugee camps in Lebanon.
  2. Al-Hroub, A. (2014). Identification of dual-exceptional learners. Procedia-Social and Behavioral Science Journal, 116, 63-73.
  3. Al-Hroub, A. (2014). Perspectives of school dropouts’ dilemma in Palestinian refugee camps in Lebanon: An ethnographic study. International Journal of Educational Development 35, 53-66.
  4. Al-Hroub, A. (2013). Multidimensional model for the identification of gifted children with learning disabilities. Gifted and Talented International, 28,
  5. Tannir, A., & Al-Hroub, A. (2013). Effects of character education on the self-Esteem of intellectually able and less able elementary students in Kuwait. International Journal of Special Education, 28, 47-59.
  6. Al-Hroub, A. (2013). Causes of the school dropout phenomenon in the Palestinian refugee camps in Lebanon and ways to overcome them: A qualitative study. Journal of Arab Children, 57, [in Arabic].
  7. Al-Hroub, A. (2012). A tracking case-study of dropout students from UNRWA schools in Lebanon: Models of internal brain drain. Idafat: Arab Journal of Sociology, 20/21, 50-67.
  8. Al-Hroub, A. (2012). Theoretical issues surrounding the concept of gifted with learning difficulties. International Journal for Research in Education, 31, 30-60.
  1. Al-Hroub, A. (2010). Programming for mathematically gifted children with learning difficulties in Jordan. Roeper Review, 32, 259-271.
  2. Al-Hroub, A. (2010). Developing assessment profiles for mathematically gifted children with learning difficulties in England. Journal of Education for the Gifted, 34(1), 7-44.
  3. Al-Hroub, A. (2010). Perceptual skills and Arabic literacy patterns for mathematically gifted children with learning difficulties in Jordan. The British Journal of Special Education, 37, 25-38.