Dissertations for Special and Inclusive Education (SIE)

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Browsing Dissertations for Special and Inclusive Education (SIE) by Subject "academic achievement"

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    Current Status of Gifted and Talented Learners in Cycle 2 Government Schools in Abu Dhabi Emirate: an Analytical Study
    (The British University in Dubai (BUiD), 2011-05) Mansour, Khalid
    The research on identifying and challenging the gifted and talented learners across the world has increased during the last few years and has explored numerous methods of identifying them. These methods are based on their academic achievement, creativity, interests, motivation and learning characteristics .In the UAE, there are many efforts catering for this category. However, many significant steps are required in order to meet the needs of this category. This study aims to investigate the status of the centers of gifted and talented learners in cycle two Abu Dhabi Educational Zone (ADEZ). This study also explores the procedures of identification; the programs this category receive, the challenges they face and the recommendations in order to develop their abilities. The research will be complied through a thorough examination and a comparison among the three centers for gifted and talented learners in ADEZ. The researcher analyzes the current status of these centers and compares it to the situation of this category in other advanced countries. Furthermore, the study was conducted through a mixed method of both qualitative and quantitative research. In conclusion, the study emphasizes the need to adopt multiple criteria when identifying the gifted and talented learners in ADEZ. Additionally, it ensures the importance of introducing effective programs in order to promote the gifted learners' thinking skills. The researcher also suggests a set of recommendations based on the findings of the study and the literature about gifted and talented learners to improve the status of this category.
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    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.
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    Use of Assistive Technology, the keyboard as an alternative pencil in the special education class room: An Investigative Study
    (The British University in Dubai (BUiD), 2021-05) Rebello, Gloria
    This research study explores the impact of using the keyboard as an alternative pencil in the special education classroom. Assistive Technology (AT) plays a huge role in the academic achievement for students with disabilities. This study documents the benefits of using a keyboard as opposed to traditional writing tool of a conventional pencil. The findings indicate that when students with limited fine motor abilities are trained to use the keyboard as an alternative pencil, there is an increase in academic achievement with respect to advanced writing skills and an increase in student engagement and independence. The teacher plays an important role in selecting the most appropriate AT for the student. When making a decision of using AT for the student, the teacher should not delay but consider the unique, individualized needs of the student and select what’s best suited for him in order to help him move forward.