Dissertations for Special and Inclusive Education (SIE)

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A study of primary mainstream teachers' attitudes towards inclusion of students with special educational needs: a perspective from Dubai
(The British University in Dubai (BUiD), 2005-09) Khan, Lavina
One of the main challenges facing primary mainstream teachers in Dubai (UAE) stems from the current educational movement towards inclusion. It is an international phenomenon, a process that emphasizes providing special education services to students with special educational needs within the regular classrooms. The purpose of the study was to identify perceptions about educating students with special educational needs in the mainstream education setting. The researcher examines the issue of inclusive education and the attitudes towards inclusion among the primary mainstream teachers in Dubai in the very large private sector. The study was also designed to identify whether these teachers perceived themselves capable of adapting to what inclusion requires. The study relied on qualitative methods. Questionnaires were given to primary mainstream teachers working in two private schools in Dubai. Additionally more teachers were interviewed too. All teachers involved in the study are expatriates. An analysis of data collected indicated that primary mainstream teachers in Dubai in the private sector favour traditional special education service delivery models over full inclusive practices. These teachers felt students with special educational needs lack skills needed to master the mainstream regular classroom course content. The teachers also expressed that the large teaching load in the mainstream classroom makes it hard to meet the needs of students with special educational needs in the private sector. However, results also indicated that teachers perceive additional training, support from administrators and access to related services and resources are necessary in order to meet the needs of their students with special educational needs in the mainstream education setting. The study ended with research based recommendations for future practice.
A Case Study of a Child with ASD in a Regular Preschool in the United Arab Emirates
(The British University in Dubai (BUiD), 2005-12) Hammouda, Ghada
The case study examines the progress of a child with ASD who is included in a regular pre-school in a city in the UAE ( United Arab Emirates) without specialized support. An insight into the context to this child’s inclusion is also examined. It is hoped that this study answers the main research question: what are the effects of inclusion in a regular preschool in the UAE on a child with ASD? In order to answer such a question, a thorough follow up of the child’s IEP (Individualised Educational Plan) is undertaken. Insights into the context are used to put forward research-based recommendations that may improve the effectiveness of inclusion in this situation. Qualitative research methods such as observations, interviews and document analysis were used for this investigation. However, a group of methodological issues and problems occurred and were acknowledged and dealt with accordingly. The study ends with research-based recommendations for future practice.
Educating the Gifted and Talented in the UAE: Status and Recommendations
(The British University in Dubai (BUiD), 2006-01) Al Obaidli, Amna Ibrahim Ali
The United Arab Emirates is a recently founded country which has made an impressive progress in most of the areas concerning economy, industry, finance and education. However, gifted education seems not yet developed. Gifted and talented are considered to be the future of the nation. They have the right to be educated appropriately as any other children. Educating gifted and talented seems to earn huge concern around the world as these children with exceptional abilities and skills need specific education to meet their needs and promote their skills. This study aims to investigate the status of gifted education in the UAE’s government schools in order to give the appropriate recommendations. The study was conducted using a number of methods including a questionnaire survey, interviews, observation and documents review. The findings of the study show that educating the gifted and talented in the UAE’ s government schools needs improvement and more attention as the current gifted provisions are not meeting the needs of the gifted in the UAE. Most school teachers are not trained to teach the gifted and the curriculum does not offer differentiations for them. The study concludes that a policy is needed to organize the appropriate programs and provisions offered to the gifted in government schools. The means of identifications need to be varied and the provisions need to be more comprehensive and efficient. The study also offers a number of recommendations which are based on the findings of the research and the literature of gifted education to enhance and improve the status of gifted education in the UAE.
Peter’s day: The Education Experience of a child with Lennox Gastaut Syndrome
(The British University in Dubai (BUiD), 2006-04) Scott, Velda Janet
This dissertation researches a unique special education need, Lennox Gastaut Syndrome 1(LGS) within the context of the United Arab Emirates. The purpose of this research is to provide an alternative source of information regarding LGS with education in particular as the focus. The resultant aim is to promote children with LGS being educated and accepted in educational settings and to provide and develop recommendations based on this research which will facilitate future developments. The research was based on qualitative research methods where a case study approach was implemented to obtain detailed data in order to define and determine the range of possible characteristics associated with LGS and their possible affect on the education process. The actual observed characteristics of the child and understanding of the holistic realities he faces each day with the focus on the impact this has on the education process he is exposed to was examined and discussed in relation to the existing theory available and information gathered from interviews etc. Possible recommendations and strategies which can be developed to facilitate and improve on the education process of this child and other children faced with similar situations are then discussed further including aspects of inclusion relevant to this case. On reflection at the end of the proposed research it is hoped that a contribution has been made to the field of educational research through having achieved an understanding of the holistic realities this child faces each day and the impact this has on the education process he is exposed to. In concluding this contribution opens the way forward for further studies by highlighting the need for additional research on this subject.
Stigma in the Classroom: an investigation into the area of Stigmatized Students at Private Schools in the United Arab Emirates (UAE)
(The British University in Dubai (BUiD), 2006-09) Hasiba, Nourhan Mahmoud
Despite years of reform efforts in the field of education concerning the development of learning environment according to the international standards, as claimed by Dr. Haneef ((Minister of the UAE’s Ministry of Education) at a conference which was held in May 2006, academic under-achievement associated with stigmatization in minority groups of students remains a challenge for the public and private schools in 4 the United Arab Emirates (UAE). The present study explored stigma phenomenon in the classrooms at six private schools in two emirates in the UAE. The researcher investigated such phenomenon, its reasons and whether certain factors like gender play a role in the labelling process as well as its effects on students’ lives and education. She also explored the possibility of a relation between having a learning difficulty and being stigmatized. The study relied on qualitative methods such as interviews, observations, gathering documentary evidence and one quantitative method like questionnaires. Analysis of data revealed that certain groups of students are stigmatized due to both their under-achievement level and behavioural problems. On analysis, it was also found that boys are more likely to be stigmatized than girls in the classroom. The results indicated that the main stigma reasons are due to undiagnosed learning difficulty, family domestic troubles and/or behavioural challenges. To meet the needs of such students and improve the academic services which are provided for them, a set of various recommendations were suggested for future practices.
Educating Children with Williams Syndrome in the UAE A Case Study
(The British University in Dubai (BUiD), 2007-01) Al Jafari, Hanadi Mahmoud
The aim of this study was to define the current educational status of a child with Williams Syndrome in the UAE. The researcher employed a qualitative multiple approach to data collection. Data were analyzed qualitatively. Reporting and displaying were also employed. This dissertation focuses on the curriculum, pedagogies, goals, social access, and the impact of non- disabled peers. The study identified the existence of dilemmas in seeking to secure effective recommendations in teaching children with Williams Syndrome in the UAE. These include concerns over specialist teaching materials, special educators’ perceptions, and non-disabled peers knowledge and understanding of learning disability. Questions are raised about the current educational status of a child with Williams Syndrome in the UAE and about the recommendations that could be offered to develop the education of children with Williams Syndrome.
Current Status of Educating Emirati Children with Autism Spectrum Disorder in Dubai
(The British University in Dubai (BUiD), 2007-12) Farooq, Kawthar Mohd Aqil Mohd
The right of every child in obtaining an education, and studying in any institution is justified. Unfortunately it has not always been the case for children with special needs, including those with Autism Spectrum Disorder (ASD). That right was not given to them until 2006. The purpose of this study was to investigate the current status of education for Emirati children with ASD and what provisions they had in local government schools, as well as in some centres in Dubai. It has also examined different issues related to inclusion in public mainstream schools. Moreover, it has set out to research the effect of any single approach best suited for the individual child. This study has used a qualitative method of investigation, including observation, interviews and document analysis. The data analyzed showed that, the provisions for UAE Nationals with ASD in public mainstream schools were non-existence. There were opposite views among top ranking personal of the ministries and the staff of schools, concerning inclusion of such children in regular public schools. As far as approaches were concerned, a combination of different interventions, tailored-made was needed for the individual child taking into consideration his/her strength and weaknesses. This study ended with a research-based recommendation for future practice.
Examination of the social and emotional effects of "Dyslexia" on the learners in private primary schools in Dubai
(The British University in Dubai (BUiD), 2007-12) Sheikh, Salma
This dissertation was designed to research the social and emotional impact of dyslexia, a specific learning difficulty on learners in private primary schools in Dubai. It is a general fact that dyslexia affects a learner academically, to regard if non- academic skills were also affected which further deteriorated the over all performance of these learners (educationally, socially and emotionally) this research was conducted in three private primary schools in Dubai. Research based recommendations were developed to enhance the future learning processes of these learners. This research was based on qualitative as well as quantitative analysis. Parents, teachers, special educators and the learners themselves were considered for the collection of data findings. Interviews, observations, and questionnaires were used as a source of information for the collection of the data. The findings provided a variety of information that was based on many factors. These factors formed the research recommendations for the learner’s future teachings and include on- time diagnoses and intervention, parent – school partnership, special dyslexia programs, providing social and emotional support, setting realistic goals etc.
Meeting the Needs of Mathematically Adolescent Gifted Students in Mixed-Ability Classrooms in the Private Education Sector of UAE: A Case Study
(The British University in Dubai (BUiD), 2007-12) Ibrahim, Tarek
Gifted education is not considered a very recent field in America and Europe but it is probably still in its premature stages in the United Arab Emirates (UAE). With its official foundation in 1971, the UAE is considered by today’s standards a modern state that has transformed its oil-generating wealth to serve the needs of its citizens. The UAE has two main educational sectors: governmental and private. In the recent years, particular attention has been awarded to the area of special education where the needs of students with learning disabilities have been neglected for decades. Unfortunately, the same cannot be mentioned about the area of gifted education which is typically a branch of special education. This research hopes to shed some light on this part of special education. In particular, this research aims to explore the provisions available for mathematically adolescent gifted students in mixed-ability classrooms. A special attention is given to those who attend the tenth grade in the private educational sector. On paper, there are of course, many provisions that can be applied to meet the needs of mathematically gifted students but one has to apply suitable ones that fit in within this culture. The research was done and compiled through a thorough investigation of an adolescent gifted student through the framework of a case study. This case study was conducted at a private school in Dubai. The school has mixed-abilities classrooms and genders are segregated at higher grades. It is important to note that this research paper, however, is not intended to focus on the gifted student individually. Instead, it is meant to reflect on the private educational system as a whole. The research offers some recommendations which are based on its findings to improve the way private educational system meet the needs of mathematically gifted students. It also calls for decision makers to open doors for gifted education to be implemented. This research does not escape without severe limitations.
A Case Study of a Student with Visual Impairments in a Primary Government School in the United Arab Emirates
(The British University in Dubai (BUiD), 2007-12) Kazim, Mona Ahmad
The dissertation examines a case of a student with visual impairment (VI) included in regular government school in the United Arab Emirates. The purpose of this study was to provide an understanding of the provisions and support needed for such students and to promote the means that will allow students with special needs in general and students with VI in particular to benefit from the regular school setting. The data were compiled based on qualitative data collection techniques and strategies according to the objectives and aims of the study. The student was observed in his school environment, and the findings are presented in relation to information collected from the interviews and researchers’ findings from other countries. In addition, recommendations are provided to assist in the development of a better school environment. The conclusions showed that there is a clear and significant need for provisions in different areas, including early intervention, training, and appropriate technology. Professional partnerships are essential to ensuring that policy set by federal law (29/2006) for individuals with special needs, including VI, is applied in practice.
Bridging the Gap between Theory and Practice of Inclusion in the United Arab Emirates
(The British University in Dubai (BUiD), 2007-12) AlGhawi, Mariam Ali Juma Khalfan
Inclusion is an international phenomenon and a world wide movement which means catering for students with special needs within the regular classroom with the appropriate support. Educating a student with special needs in the United Arab Emirates (UAE) is relatively new. The country itself is a fairly new developing country which was declared around thirty six years ago. The UAE has made significant progress in different areas including education. Inclusion of students with special needs in the mainstream schools is a new approach in education which the country is piloting now. Students with special needs used to be served in segregated special centres before the declaration of the new Federal Law no. 29/2006 for the rights of disabled persons which includes education as a fundamental right. This research is aims to bridge the gap between theory and practice in the inclusive educational approach the country is currently adopting by presenting a set of recommendations which may improve the provision for students with special needs in the country. The research was conducted using various data collection methods. A triangulation of methods was used to ensure the validity of the data which included observation, interview and documents review. The finding of the research indicates that there is a huge gap between the theory of inclusion presented by the newer federal law and the practice where inclusion is implemented in some schools. Moreover, schools were found to be not ready for implementing inclusion and furthermore, attitudes are seen to be negative towards special needs. Additionally it was found that the educational system is a ridge and only caters for students who fall under the normal range. In conclusion, the research emphasised the importance of preparing schools and the community before implementing the law. Moreover, the research offers a set of recommendations based on the findings of the research and the literature of inclusive education to improve the provision of special needs in the country.
‘Fire Fighting’ or ‘Fire Lighting’? A Critical Evaluation of the Inclusion of Children with Autism Spectrum Disorders attending Mainstream International Primary Schools in Dubai
(The British University in Dubai (BUiD), 2008-07) Kite, Romola
This study aims to investigate and critically evaluate the current status of inclusion for pupils with ASDs within the mainstream international primary sector in Dubai, UAE, and determine whether this might be more appropriately termed ‘fire fighting’ or ‘fire lighting’ (MacLeod 2006). A number of data collection methods were employed, over three stages, to carry out the project: e-questionnaires (stage 1), interviews and observations (stage 2) and documental analysis and social network questionnaires (stage 3). The findings of the study isolate a number of promising incidences of ‘fire lighting’ which given the right circumstances could ignite and develop over time. However, the study concludes that at present the inclusion of pupils with ASDs within the mainstream international primary sector is still in the early stages of development and that overall the situation would be most appropriately termed ‘fire fighting’.
An investigative study of a Dubai-based private mainstream school in meeting the educational needs of its primary students with social, emotional, and behavioral difficulties (SEBD)
(The British University in Dubai (BUiD), 2008-09) Dhaoui, Samia
The purpose of this study was to investigate the practice of a Dubai-based private mainstream school in meeting the educational needs of its primary students (grades 1 to 4) exhibiting social, emotional, and behavioral difficulties (SEBD). The researcher used a qualitative approach centered on observations, interviews, questionnaire-based survey, focus group, and document analysis. The study examined the school’s policies and guidelines, and SEBD identification and assessment procedures. The research covered also the curriculum and extracurricular activities offered, and the student placement and in-class support. The teachers’ professional development and training were equally investigated with respect to SEBD. The findings showed that SEBD occupy considerable time and effort of the administrators and the teachers, but the lack of a clear and consistent system of identification and provision for students with SEBD makes it hard to meet their needs. Within a school community that hosts culturally diverse staff and student bodies, there is a misunderstanding and confusion on how to define, diagnose and deal with SEBD-related behaviors. A set of recommendations were suggested to provide SEBD effective practice that can be applied by the Ministry of Education in the UAE, the investigated school, and within the classroom respectively. It is hoped that this study adds to the existing mass of research focusing on Special Educational Needs in the UAE, and opens the door for more systematic SEBD investigations in the future.
An investigation into the effectiveness of the learning support room in an Emirati primary school
(The British University in Dubai (BUiD), 2008-12) Spencer, Terrie
Gifted students intrinsic and extrinsic motivation in U.A.E government schools
(The British University in Dubai (BUiD), 2009-01) Rahmanian, Shahram
This study investigated gifted students intrinsic and extrinsic motivational behavior towards leaning in U.A.E government schools, four gifted students were chosen form three U.A.E government schools, ages 14/15 years old. Students, teachers and parents were interviewed and observed in the class room, in order to find what type of motivation directs their behavior towards engaging/valuing school activities, plus the strategies used by teachers to support their motivation to learn. The results indicated that gifted students are having a mixed behavior of intrinsic and extrinsic motivation towards learning rather than intrinsically motivated. Teacher's attitudes and learning styles are directing them more to be externally regulated towards material rewards or importance of grades, gifted students are disliking and not finding any meaning for some subjects they are being taught because of the discouraging and disrespectful attitude of their teachers.
Segregation and Inclusion: A comparative analysis of three different educational settings for students with Autism Spectrum Disorders in the United Arab Emirates
(The British University in Dubai (BUiD), 2009-09) Purswani, Gauri Girdhari
With the increase in the number of mainstream schools providing education for students with Autism Spectrum Disorders (ASDs) in the United Arab Emirates (UAE), it is important to study the benefits of such settings in comparison to a segregated setting. The purpose of this study was to carry out a comparative analysis of three different educational settings for students with ASDs in the UAE, in order to ascertain the benefits and drawbacks of each setting, and to discuss what can be learned from each setting to benefit the others. Teachers and staff were interviewed about their attitudes and experiences regarding the inclusion and segregation of students with ASDs in the UAE. The settings investigated were: a specialised private centre in Dubai providing a holistic approach; a specialised private centre in Dubai providing an ABA approach; and, a private mainstream international school in Sharjah including students with ASDs. Findings showed that the specialist provisions available were following international recommendations for educating students with ASDs. Mainstream settings in the UAE were found to be struggling to include students with ASDs effectively, with there being much scope for improvement. Recommendations were made to improve the inclusive services available to students with ASDs in the UAE.
Science Education and Provisions for Learners with Physical Disabilities in Public Primary Schools in Dubai: An Investigative Study
(The British University in Dubai (BUiD), 2010-03) Almehairi, Kaltham Rashed Alyateem
The educational system in the United Arab Emirates is moving towards including students with special educational needs (SEN) in public schools. Studies have examined the services offered for students with different special educational needs in the public sector .However; few studies have examined services offered to students with specific educational need in a specific subject area. This study was carried out in Dubai's cycle one government schools; the focus was on science education for pupils with physical disabilities (PD) in regular classes. It investigated the services offered to them by the educational authorities and the accommodations provided by the science teachers to meet their needs. In addition teachers' concerns about their competency in teaching science to pupils with SEN were explored. Mixed methods were utilized to achieve the study aims. The findings demonstrate a number of areas of concern regarding the services offered for those pupils. The first area is the science curriculum where the standards are not aligned and sufficient learning materials that suit the specific needs for pupils with PD are not provided, whereas another area is the assessment. There is no evidence of precise guidelines for special considerations in assessing pupils with PD in science subject. Physical access was another area that provokes concern. Few modifications are done to facilitate accessibility. The pupils do not also receive any related services (e.g. physical & occupational therapies) which were considered essential to enhance their participation in school activities. Moreover, the science teachers expressed their concerns about competency in teaching pupils with PD. Another finding was that science teachers in Dubai's government schools had never received any training concerns teaching methods, awareness or accommodations issues for pupils with PD. Finally, some recommendations to improve such provisions have been offered.
Issues Related to the Education of Learners with Cerebral Palsy in Mainstream Private Elementary Schools in Dubai
(The British University in Dubai (BUiD), 2010-05) Pandya-Rao, Deepali
This study looks at challenges faced by female pupils with cerebral palsy in elementary mainstream schools in Dubai. It focuses on three aspects of inclusion of learners with cerebral palsy, namely, physical, academic as well as social-emotional. It examines issues faced by these learners and suggests ways in which these barriers may be removed. This study uses a multimethod approach, all of them generating qualitative data. The researcher gathered information by the use of semi-structured interviews, field based observations and document analysis. An attempt was made to look at the commonplace life of the student participants in the elementary mainstream setting, in order to gather facts from all possible aspects and to look at the issues, which may have had an effect on the situation. The results were then further sub divided into aspects that would enable the researcher to gain a wider perspective of the entire situation. The research findings were examined and discussed and an insight was provided into the ways in which existent issues might be addressed. Recommendations were given which would in turn further inform and advance the education of these learners. As a final note, this dissertation stresses the need for further research and suggests directions to achieve the same.
Is Academic Excellence in School Children Based on IQ: A review of private schools in Dubai regarding the gifted and talented
(The British University in Dubai (BUiD), 2010-06) Allana, Ghazala
Dubai has earned the repute of being ahead in every respective field from financial services to education and life style. Yet an important area in the education systems in Dubai, needs attention: assessments, acknowledgement and provisions for the gifted and talented students studying in private schools go unnoticed most of the times. This research paper was conducted to gain a firsthand account regarding the presence of gifted children in Dubai’s private schools. Furthermore a research is conducted to find out that, what are the assessments and provisions for the gifted children studying in the private schools of Dubai. With the help of Raven’s Progressive Matrices, 2 small populations of 15 students were tested; once from grade 5th and once from grade 6th, to analyse the relationship between IQ scores and scholastic achievement. On getting a positive co relation, the high IQ children were observed on a checklist by the researcher, their class teachers were interviewed, their parent were interviewed too, regarding the policies for their children. It was found that these children had formal assessments from outside the school, formal assessment centres and they did stand among the high IQ group of children. Checklists were filled by teachers and parents to get further knowledge regarding their abilities. Ten schools were selected, on basis of their curriculum, and each school obtained questionnaires filled by the principal, 2 teachers, 2 social workers working in those private schools. Extensive research was able to generate data and research that pointed in just one direction, “the urgent need for acknowledgement, assessments, and provisions for the gifted and talented children studying in Dubai’s private schools”. This will not only reduce the commercialization aspect that is a major problem felt by KHDA head, Dr. Abdullah Al Karam but also introduce more specialization and better care for the children studying in the private schools of Dubai.
An islamic perspective on the inclusion of learners with disabilities in private mainstream education in Dubai: interpretations and implications
(The British University in Dubai (BUiD), 2010-11) Alibhai, Zamena Hassan
As the United Arab Emirates (UAE) undertakes this tremendous journey of adopting inclusive ideologies from the west, this study aims to ascertain if the Islamic teachings coincide with inclusive practices and if they will enhance the situation of learners with disabilities in Dubai, UAE. This qualitative study analyzes the juxtaposition of secular and Islamic ideologies in the framework of this Islamic State. In analyzing the interpretations of Islamic views on disabilities, references to relevant scholarly literature, interpretations from stakeholders and real life implications of ‘inclusive practices’ in Dubai, this research study presents an Islamic perspective on the inclusion of learners with disabilities in private mainstream education. Management, teachers and parents were interviewed for their interpretations of the Islamic perspectives on the inclusion of learners with disabilities. Observations were conducted to assess inclusive practices of a mainstream school employing early intervention practices. The findings of this study revealed that Islamic teachings and the ideal of inclusion in literature seemed to be in harmony although implementation remains a tangible ideal. Recommendations for further practice and research are provided to bring to fruition this valuable amalgamation of ideologies in the UAE.

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