Loyd, Daisy;
Opoku, Maxwell Peprah;
Walker, Zachary;
Alhosani, Najwa Mohamed;
Elhoweris, Hala;
Almuhairy, Osha;
Mohamed, Ahmed;
... Garces‐Bacsal, Rhoda Myra; + view all
(2024)
Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates.
Journal of Research in Special Educational Needs
10.1111/1471-3802.12673.
(In press).
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Loyd_Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates_combined.pdf - Accepted Version Access restricted to UCL open access staff until 3 May 2026. Download (1MB) |
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.
| Type: | Article |
|---|---|
| Title: | Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates |
| DOI: | 10.1111/1471-3802.12673 |
| Publisher version: | https://doi.org/10.1111/1471-3802.12673 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | inclusion, inclusive education in the UAE, inclusive education practices, teacher education, teachers' perceived competence |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10193119 |
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