Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates

Daisy Loyd, Maxwell Peprah Opoku, Zachary Walker, Najwa Mohamed Alhosani, Hala Elhoweris, Osha Almuhairy, Ahmed Mohamed, Rachel Alison Takriti, Sana Butti Al Maktoum, Amani Mohamed, Hamdah Jibar, Emmanuel Baja, Rhoda Myra Garces-Bacsal

Research output: Contribution to journalArticlepeer-review

Abstract

Inclusive education in the United Arab Emirates (UAE) is evolving with ambitious policies and strategic plans. The extent to which these policies and plans are being embedded into practice in mainstream schools across the country has not been fully captured. This research used an online survey to investigate teachers' perceived competence in implementing inclusive education practices with students with disabilities in mainstream schools and explore its relationship with demographic variables. Participants included 999 teachers from public and private schools across the seven Emirates of the UAE. Greater competence was reported in implementing practices that create an environment conducive to effective learning and less competence in implementing practices that use knowledge of the student. Differences were found between demographic variables and teachers' perceived competence in implementing inclusive education practices with recent professional development in inclusive and/or special education emerging as the most significant predictor. Implications for practice and further research are considered.

Original languageEnglish
JournalJournal of Research in Special Educational Needs
DOIs
Publication statusAccepted/In press - 2024

Keywords

  • inclusion
  • inclusive education in the UAE
  • inclusive education practices
  • teacher education
  • teachers' perceived competence

ASJC Scopus subject areas

  • Education

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