Browsing by Author "Eman Gaad"

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    Analysing the State of Inclusive Education in China: Challenges and Perspectives
    (Springer Cham, 2025) Zainab Merchant; Eman Gaad
    The global focus on inclusive education has intensified, with countries working to ensure equal school access for all, including those with disabilities. China has made significant legislative advancements to support inclusive education in line with international standards. However, challenges remain in implementing inclusive practices and delivering quality education to children with special needs. This study analyses China’s inclusive education system, examining its policy framework, social and cultural context, historical evolution, and implementation challenges. It highlights the need for comprehensive reforms to address gaps and foster true inclusion. Key recommendations include ongoing monitoring, clear policy directives, increased family involvement, and enhanced teacher training. The study calls for a holistic approach to ensure social inclusion and equity, aiming to build a more inclusive society for individuals with disabilities in China.
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    The Impact of Distance Learning on Identifying Primary Students with Specific Learning Disorder (SLD) During COVID-19 in Two Schools in Ajman City in the UAE
    (Springer Cham, 2025) Mona Abuhattab; Eman Gaad
    The purpose of this study is to highlight the impact of distance learning on identifying primary students with specific learning disorders (SLD) during the COVID-19 pandemic in two private schools in Ajman city in the UAE. The present paper is a small-scale study that employed the qualitative design method to gather responses to the research question, depending on semi-structured interviews. A thematic analysis was used to analyze data collected from 101 teachers, parents, special education teachers, and coordinators. In light of the results, the study revealed that schools faced obstacles, which hindered the effective identification during distance learning. Findings referred these barriers to lack of knowledge and awareness about students with SLD, lack of instructions, resources, and data, as well as lack of assessment reliability and validity and poor student evaluation. In addition, there was lack of communication and coordination among teachers, special education teachers, coordinators, and parents. Lastly, the absence of a team of experts and trained teachers in the field played an important role. The study wrapped up with a list of recommendations for effective identification in an online environment such as training teachers on inclusive education, establishing a well-articulated and efficient policy for identification methods in the schools, and raising awareness within the school community. Stakeholders and policymakers are urged to examine the problem from different perspectives to overcome all the barriers hindering effective identification. Finally, various factors posed limitations to the study, including restricted access to schools, restrictive rules of social interaction during the pandemic, and having to rely solely on semi-structured interviews. The significance of this study arises from the sacristy of research, at least locally, and the increasing numbers of cases of learning difficulties, as well as the lack of awareness among all stakeholders on dealing with such cases.
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    Towards Inclusive Education: A Critical Analysis of Inclusive Education Practices in Pakistan
    (Springer Cham, 2025) Kamal Nosheen; Eman Gaad
    Many countries have adopted inclusive education policies addressing diversity, but implementation challenges remain, especially in Pakistan. Here, inclusive education reflects the country’s willingness to allow every student to study at quality institutions while recognizing cultural and intellectual differences. Major obstacles include public attitudes, infrastructure shortages, and unprepared teachers. This paper reviews sociocultural factors within policy frameworks and suggests strategies like awareness programs, professional training, and policy reform. Prioritizing inclusivity, equity, and social justice can help Pakistan create a fair system that fosters a tolerant community, allowing every individual to reach their full potential.