1,720,971 research outputs found
The Prevalence of Children with Special needs In Inclusive Elementary Schools in Iodine Deficiency Area
Get PDFABSTRACT
Purpose:In general, this research aims to recognize the prevalence of CWSN in
inclusive elementary school in the iodine deficiency area. The findings of this
research are expected to be proceeded to the intervention programs that enables
teachers to help CWSN education in inclusive elementary schools in iodine
deficiency area.
Method: The research approach uses descriptive study which is conducted in 57
inclusive elementary schools with school requirements: (a) the school has a
Decree of the local Education Authority as a school for inclusive education, (b)
there is a child with special needs (CWSN) in this certain school, and (c) the
school has had a special teacher for CWSN.Collected data includes: (a) the
number of CWSN according to class, gender and classification, (b) inclusive
school teacher profiles and required teachers for inclusive education
implementation for CWSN. The method of collecting data for CWSN and their
classification using a screening method with screening instruments needed from
Directorate of Special Education and Special Services Ministry of National
Education in 2010. While the teachers data profiles are collected by questionnaire
method developed by researchers. The validity of this data collection instruments
is using content validity with expert judgment. Data analysis method is using
percentage quantitative-descriptive technique.
Findings: The results can be concluded that: (a) the type of slow-learning CWSN
most followed by child learning disabilities, mild mental retardation, behavior
disturbances, autistic, physically disabled, visually impaired and deaf-mute, (b)
most of the teachers need guidebooks and inclusive education technical guidance,
compensatory services and curriculum modifications, learning and assessment of
learning outcomes in inclusive schools of CWSN
Learning Support Assistants’ (LSAs’) Roles, Professional Development Experiences and Training Needs in Private Schools in the Emirate of Dubai
No full textThis study examines the roles, professional development experiences, and training requirements of Learning Support Assistants (LSAs) at private schools in Dubai. LSAs are crucial in aiding students with special educational needs (SEN) in inclusive classrooms. However, concerns persist regarding their training, clarity of roles, and integration into the wider school environment. Data was gathered from 54 LSAs via a survey that included both closed and open-ended questions. The research aimed to understand the demographics of LSAs, their roles, the professional development opportunities available, and the barriers they face in obtaining further training. Findings indicate that while LSAs in Dubai are generally well-qualified and trained compared to their international peers, issues with role clarity, collaboration with classroom teachers, and access to structured professional development persist. They reported a need for training in behaviour management, teaching strategies, and facilitating peer interactions but identified significant barriers such as time constraints, financial issues, and lack of institutional support. The study highlights the need for schools and policymakers to define LSAs' roles clearly and provide individualised training programs along with adequate supervision to boost their effectiveness. Recommendations include integrating professional development into school hours, fostering greater collaboration between LSAs and teachers, and further clarifying LSAs' duties to improve their function in inclusive classrooms
The Teacher Assistant Programme Across The UAE: Empower To Include
Get PDFThis paper presents the findings of a government-funded research project that was aimed at providing well-trained teacher assistants to enable inclusion of learners with intellectual disabilities in 21 Emirati government schools across the United Arab Emirates. The project is a first in the country and attracted media attention because of its dual benefit in not only supporting the national trend of the inclusion of learners with disabilities in mainstream schools, but also enabling empowerment of young Emirati women who did not make it to higher education for some reason or another but are keen to join the work force. The main research question was, “what is the impact of the programme on the lives of those Emirati women who became teacher assistants and on the education process in the school where they were trained?” Mixed methods were applied to achieve the aims of the project. Provisional results showed that having a well-trained teacher assistant in class, alongside the class teacher in Emirati mainstream schools, supports and empowers young learners with intellectual disabilities and contributes to an effective and long-lasting inclusive education. In relation to the Emirati trainees, the programme was effective and it supported such young women to secure a place in the work force as well as equipped them with new skills that they found useful for their own self-development and their respective communities across the UAE. The project was funded by the Emirates Foundation for the UAE Down Syndrome Association in collaboration with the British University in Dubai and the Ministry of Education in the UAE
Assessing the Needs of People with Disabilities in the Emirate of Abu Dhabi, UAE
Get PDFWhile there are many opportunities for people with disabilities (PWD) in Abu Dhabi (AD), UAE, there hardly been a study of what is required to get such people to meet their full potentials. This study commenced December 2012 and lasted for 4 months. The needs assessment based study tried to answer questions like what is needed to achieve the enhancement of the quality of life of PWD in AD region during and after school/centre times. It also looked at what type of needs (financial, assistive, emotional, and other) those people might have, and what are the needs of the parents of PWD that support the development of their children to reach their full potentials. Adding to that what could be recommended to bridge the gap in such needs. The purpose was mainly to develop a good understanding of the landscape. Benchmarking was undertaken from all private centers and scanning the needs of all parents of PWD in government centers across AD as well. It is hoped that researching the findings would help to develop the services on offer for PWD in the Emirate of AD. In order to achieve the aims of this study, 8 centres were selected out of the total of 17 which is the number of private centres in AD. The selection was based on size, location and type of disability as a purposeful sample to insure fair representation of the centres. The researcher conducted 8 filed visits of centers in Abu Dhabi and Al Ain to assess their current services, operating model etc. Individual briefs were prepared for every center with comparisons across specific factors. Scanning all the needs of all the parents of people with disability in the government centres across Abu Dhabi was looked at differently. To insure validity of the data and because the Emirati people with disability clustered mainly in government centres, all nine government centres under Zayed Higher Organization for Humanitarian Care were visited and sample interviews (qualitative and quantitative) from all centres were undertaken. Selected participants were used to interview and investigate up close (purposeful sampling). Findings showed that there is a desperate need for support after school hours despite the care offered during school hours for those who are in school age. Parents need support on several levels especially with how to spend quality time with their children with disabilities
Views on the 'Knowledge Economy Project' of the Arabian Gulf: A Gender Perspective from the UAE in Education and Management
Get PDFA framework for organizational justice can be used to understand how individuals within organizations respond to a variety of human resource practices and also can be used prescriptively in designing the procedures and enactment of such human resource practices. This study assesses the impact of organizational justice on job performance and job satisfaction of unskilled expatriate employees in the Arabian Gulf region. The paper investigates the impact of demographic variables such as nationality of workers and multicultural factors on organizational justice. Organizational justice measures developed by Niehoff and Moorman (1993) were utilized to test their impact on job performance and job satisfaction. The paper further explores various organizational models in order to identify the most suitable model for organizational justice in the region
Three Birds with One Stone: Empower, Include, and Sustain the Emirati Community Program; Kayani
No full textThe paper presents the findings of a nationally funded project to support the inclusion of learners with disabilities
in government schools in the United Arab Emirates (UAE). The project was known as “Kayani” which means “my identity”
in Arabic. The project helped at the same time to enable non-working Emirati women to gain knowledge and skills needed
to become teacher assistants across the UAE. The project is changing those nonworking individuals into productive
employees who contribute to the development of their nation and support the inclusive education policy that the UAE is
adopting following the ratification of United Nation’s Convention on the Rights of Persons with Disabilities (UNCRPD).
The paper examines to what extent the aims of the programme were achieved using several methods including quantitative
and qualitative to reach the findings. Such findings are presented with recommendations for future practice
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Inclusion Of Student With Special Needs Within Higher Education In UAE: Issues And Challenges
Get PDFThis is an oral interactive presentation supported by evidences that present the current status of inclusion of students with special needs in the Higher Education sector in the UAE. It looks at the related issues and challenges in a country that is certainly heading towards inclusion of all learners in regular education following the ratification of the UN Conventions on the Rights of Persons with Disabilities. Issues of supporting students in the higher education sector will be discussed as well as what could be done to include such students effectively and to insure students involvement in decision making when providing for their needs in higher education. The presentation ends with recommendations for future practice
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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