281 research outputs found
The Prevalence of Children with Special needs In Inclusive Elementary Schools in Iodine Deficiency Area
No full textABSTRACT
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
Special needs education in the United Arab Emirates (UAE): a systems perspective
No full textIn order to obtain maximum benefits from the educational system, it is imperative that the system should work as a unified coherent unit. Gaad, Arif and Scott (2006) conducted the systems analysis of the United Arab Emirates’ (UAE) general education system. They analysed three components of the system in order to assess the development, delivery and evaluation. This paper utilises the same framework to analyse the special needs education (SEN) system in the UAE. Data for the research were collected through observations and semi-structured interviews. Analysis of the data identifies some possibilities for improvement. In the area of development, more teaching and supplemental material specific to special needs education needs to be developed. Currently, teachers are working with what is known as the ‘para curriculum’. It is based on the regular textbook; with chapters that are difficult being simplified or removed. In the area of delivery, more training would be beneficial to teachers. The monitoring and evaluation component's analysis points out that the evaluation instrument used currently needs to be modified for special needs education monitoring and additional resources in the area of special needs education would required
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
Explanatory Sequential Study of Teachers’ and Students’ Perceptions of Inclusion Provisions for Students with ASD in High Schools in Dubai
No full textThis research provides an explanatory sequential analysis of teachers’ and students’ perceptions concerning the inclusion of students with ASD in private high schools located in Dubai. The method used is a combination of surveys and interviews, which allows the researcher to investigate teachers' and students’ perceptions of inclusion policies, which act as support mechanisms as well as determines the resources utilised. The results also show that there is a huge deviation between the teachers' experience and training in accommodating students with ASD for inclusion, though challenges such as resource constraints and a lack of supportive structures are anticipated. The study reveals the difference in interpreting inclusion policies according to teachers’ level of experience and special training which supports professional development that targets these problems appropriately. On the other hand, it shows from a very positive point of view how inclusion can be easily achieved in all kinds of materials if teachers and peers help out with their participatory efforts. The study focuses on the importance of powerful teaching strategies and a receptive learning space for students with autism spectrum disorder (ASD), as well as practical experience, to improve teachers’ efficacy in inclusive education. Increasing the approach to inclusive classroom practices, emphasising individualised education plans for ASD students and improving communication between peers and teachers are some of the recommendations that can be made. This research makes important contributions to the understanding of inclusive education policies and practices for ASD students in Dubai, showing how, despite their efforts some reform is still needed
The Conceptualization, Perceptions, and Practice of Positive Education in University Student Accessibility Departments
No full textRecent studies have started moving the focus of academic contexts from mere achievement to the emphasis on wellbeing and positive psychology. Schools and universities are the main setting where students are prepared for their future, flourish and develop both mentally and academically. The field of education is witnessing a move towards a positive education model that encompasses skills students need in their life and the real world. The model enables learners to: become more aware of their abilities and self-worth, understand the need to be more engaged with themselves and others, and develop an ability to improve on the psychological and academic levels. The United Arab Emirates (UAE) is striving towards implementing a positive education model and positions education as a key element in measuring the nation’s success. It is aiming to be the happiest country in the world; accordingly, the government and its educational entities are launching positive education and mental health initiatives, networks and workshops. More importantly, the UAE is prioritizing its fully inclusive educational system that accentuates the need for right-based education and learner support. To that end, educational policies emphasize that students of all educational needs are taking an integral part in teaching and learning and are being prepared for a future of achievement and wellbeing.
With the UAE underlining inclusive education and positive education, this study aims at investigating: 1) how positive education is conceptualized and implemented in student accessibility departments at a federal university in the UAE, 2) what the perceptions of relevant stakeholders are about positive education, and 3) what model/framework can be proposed to better comprehend and implement positive education. An exploratory sequential mixed-method approach was utilized through the use of triangulation and by means of: document analysis, observations, interviews, surveys and focus groups. The PERMA model which underlines positive emotion, engagement, relationships, meaning and accomplishment was used as the conceptual framework. Data analysis showed that although these five elements are prevalent in the accessibility department efforts, there is still a need for this positive education model to be institutionalized and documented to promote practical implementation and sustainability. This is further supported by literature that states that in spite of the increasing attention toward the growth of positive education, there is still a need to: understand how they are to be implemented in inclusive higher education settings, and to incorporate this educational framework in a more systematic and overt manner. This emphasizes the significance of this study, since it provides suggestions for a relevant framework that can be used in student accessibility departments in higher education through uncovering conceptualization, practice and perceptions of positive education
Measuring the Attitude of Mainstream Educators towards having students with ADHD in their Classrooms in a private school in Dubai- A Case Study.
No full textThe United Arab Emirates (UAE) has put a lot of effort into ensuring that essential accommodations and adaptations to the curriculum and setting for learning are effectively offered and implemented in regular classrooms. Law number 26 was enacted as the first law to safeguard the rights of people of determination in 2006. The Ministry of Education introduced guidelines for the provisions to include students with needs in 2007. Furthermore, the Knowledge and Human Development Authority
(KHDA) created a guide for schools in 2017, which includes crucial instructions for schools to adopt and implement high-quality inclusive educational standards for pupils of determination. A student's academic, social, and well-being may be profoundly impacted by ADHD, a neurodevelopmental disease characterized by behaviors such as inattention, hyperactivity, and impulsivity. Examining the experiences and difficulties faced by learners who have ADHD in traditional educational settings is
critical given the rising incidence of ADHD in the world. In this aspect, teachers' attitudes are crucial when evaluating the success of inclusion and appropriate assistance for students with ADHD. This study assesses general education teachers' attitudes towards incorporating ADHD students in their regular classrooms and focuses on learning how teachers perceive including ADHD students in the usual classroom environment. Data was gathered using a mixed-methods approach in which semi-structured interviews were conducted after administering a questionnaire to the entire teaching team. Ten teachers from pre-primary, primary, and high school participated in the semi-structured interview. The results show that teachers' views on incorporating ADHD students in regular classes are subjective and based on their own experiences. Teachers can foster a friendly learning environment in the classroom by utilizing a variety of methods of instruction, providing support and motivation to students with ADHD followed by collaboration with the Special Education Needs (SEN) department. The implications of this study go beyond the setting of private schools. Similar school systems and authorities to improve their inclusive education practices for ADHD children can use these findings. Trying to create more inclusive and encouraging learning environments for everyone by understanding the particular needs of those children and putting the recommended adjustments into practice. Significant recommendations have been compiled to help mainstream teachers better understand how to incorporate students with ADHD as well as recommendations for additional study to contribute to the UAE perspective and other neurological illnesses. In conclusion, this research provides insightful information that will aid policymakers, administrators, and educators in promoting inclusive education and enhancing results for ADHD students
Impact of Teaching Conversation Skills to a Child with Autism at a Therapy Center in Dubai – Case Study.
No full textConversational deficiencies are frequently seen in people with developmental disorders, such as autism spectrum disorder. To teach conversational skills, we employed behavioral skill training. We planned for generalization in the untrained home context with peers and utilized a script-fading package to educate a child with autism to begin social contact across varied activities in the school setting. It was noted that social initiations gradually rose once the script-fading package was introduced. Also, the impacts of the script-fading package extended to peers, parents, caregivers, and an unskilled home environment. By illustrating the transfer of social initiations from the school context with peers to the home environment with siblings, this study builds on earlier studies. This study examines how conversation skills can be taught using scripts and fading the same. The researcher conducted the study with the help of questionnaires, semi-structured interviews, and direct observation. The script fading technique helped to increase conversation and social skills, however, the generalization of these skills was not attained
A case study: the development of Stephanie's algebraic reasoning
No full textThis research provides an analysis of the mathematical growth and development of one student, Stephanie, as she worked on early algebra tasks during her eighth-grade year as part of a teaching experiment. Stephanie was among the original participants in a longitudinal study which investigated how students develop mathematical ideas under conditions that fostered independent exploration, reasoning, and justification of ideas (Maher, 2005). A qualitative approach based on the analytical model described by Powell, Francisco, and Maher (2003), was taken in analyzing videotape data from the Robert B. Davis Institute of Learning archive, along with student work. Seven task-based interview sessions were analyzed, spanning a six month period, beginning from November 8, 1995 to April 17, 1996. The research focused on Stephanie’s algebraic reasoning; in particular, how she built an understanding of the binomial theorem and related it to Pascal’s triangle. Stephanie’s representations, her explanations and justifications, and her methods of dealing with obstacles to understanding, were all examined and provided the basis for this research. The analysis shows that Stephanie built her mathematical understanding through the development of multiple representations of concepts and moved fluidly between and among the representations that she organized into ‘symbolic’ and ‘visual’ representations. Symbolic representations included algebraic expressions, combinatorics notation, and Pascal’s triangle while visual representations included drawings, tables, models formed by algebra blocks and other manipulatives, and towers built with unifix cubes. Furthermore, through Stephanie’s explanations and justification of her representations and reasoning in general, she invented strategies to convince herself as well as the researchers that she had fulfilled the requirements of the problem task. When dealing with obstacles to her understanding such as lack of information, or calculating obstacles, Stephanie acquired the use of several heuristic methods in order to overcome them. These included the use of substituting in numbers in order to test a conjecture; returning to basic meaning; drawing diagrams; building models; and considering a simpler problem. Throughout the task-based interviews, Stephanie retrieved knowledge from her earlier problem solving and extended this knowledge to build new ideas, while tackling more challenging problems. In particular, Stephanie mapped the coefficients in the binomial expansion to particular rows in Pascal’s Triangle; she connected these ideas to her problem solving from earlier work in the elementary grades. The findings are relevant to the timing and method of early algebraic instruction in schools.Ed.D.Includes bibliographical referencesby Eman Y. Aboelnag
Exploring Changes in Inclusive Education Policies and Practices for Children with Cerebral Palsy in a Private School in Dubai: A Comparative Case Study of 2011 and 2024
No full textCerebral palsy is a group of permanent movement disorders caused by early brain damage, affecting a child’s motor skills and coordination. As a result, children with cerebral palsy often encounter barriers to accessing quality education. Inclusive education plays a vital role in overcoming these barriers, ensuring equitable access to learning opportunities for all children. Despite the importance of inclusive education, there is a lack of extensive research on inclusive practices for children with cerebral palsy in Dubai, and whether such practices have progressed over time. This study explores the evolution of inclusive education policies and practices for children with cerebral palsy in Dubai, comparing the experiences of two children—Child A and Child B—attending Year 1 at the same private school in 2011 and 2024. Using a comparative case study approach, data were collected through semi-structured interviews, field observations, and document analysis. The findings highlight progress in policy development, accessibility, teacher support, and social inclusion. However, despite these advancements, similar challenges persisted for both children, such as insufficient teacher training, limited awareness of cerebral palsy, lack of external agency support, and the financial burden on families, which continue to hinder the full implementation of inclusive practices. This study contributes to global efforts towards inclusive education by demonstrating how policy evolution and systemic changes can enhance educational opportunities for children with cerebral palsy, providing valuable lessons for countries aiming to meet international goals like Sustainable Development Goal 4 (quality education) and build more inclusive, equitable education systems
Case Study on How IB System of Education Supports the Gifted & Talented Students In a Primary School in Dubai
No full textThis case study investigates the effectiveness of the International Baccalaureate (IB) system in supporting gifted and talented students at a primary school in Dubai. The study explores how the IB curriculum, teaching methods, and support mechanisms address the specific needs of these students. Data were collected through interviews, classroom observations, and analysis of the school's implementation of the IB system. The findings reveal that the IB system has strengths in supporting gifted and talented students. The curriculum's emphasis on inquiry-based learning, critical thinking, and interdisciplinary approaches provides opportunities for students to explore their interests and extend their learning. The focus on differentiation and individualized instruction allows for tailored educational experiences based on students' unique abilities. This mixed method study also uncovers various support mechanisms and strategies implemented by the school. This study possesses limitations with respect to its generalizability owing to its utilization of a case study methodology.These findings contribute to the existing literature on gifted and talented education within the context of the IB system, specifically in primary schools in Dubai. Educators, administrators, and policymakers can draw insights from this research to enhance the educational experiences and outcomes of gifted and talented students. Overall, this case study provides a comprehensive examination of how the IB system supports gifted and talented students in a Dubai primary school. It sheds light on effective strategies and practices that cater to the unique needs of these students, contributing to ongoing efforts to optimize educational opportunities within the IB framework
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