ItemViews of Adolescents with Cognitive Disabilities and their Parents on Using Sports as Means for Social Inclusion in Dubai(The British University in Dubai (BUiD), 2021-10) Almotairi, Mishal Hussain; Gaad, EmanThis study examines views of adolescents with cognitive disabilities and their parents on the inclusion of such adolescents in various sport programmes through their educational institutions in Dubai. Following the adoption of a new national policy known as ‘The National Policy for People of Determination 2017’, learners with Special Educational Needs and Disabilities (SEND) who are often referred to as students of determination in the UAE, are expected to live fulfilled lives and be included in mainstream education and make the most of their potentials. Most educational institutions use sports and physical activities as means of the social inclusion of adolescents with disabilities. This paper focuses on adolescents with cognitive disabilities aged 13 to 18 that are enrolled in educational institutions (schools or centres). The study investigates the impact of enrolling adolescents with cognitive disabilities in sport programmes on their social inclusion. Such impact includes forming and sustaining friendships, motivation and self-steam development. A qualitative approach was adopted for the research. Purposeful sampling of adolescents and their parents from several schools and centres that cater for adolescents (aged 13-18) with cognitive disabilities was undertaken. Semi structured interviews were held with parents while focus groups discussions were used to gather data from the adolescents themselves (boys and girls). Issues, challenges and recommendations are presented to inform policy, decision makers and future studies in the field. ItemInvestigation into the Impact of Students’ Admission Policy in One of the UAE Universities(The British University in Dubai (BUiD), 2021-10) Alawadhi, Shayma EbrahimThis research paper investigates the impact of the admission policy on a group of university students in the UAE. The admission policy selects certain students from high school graduates to be streamed in Accelerated or Applied Tracks based on their English language proficiency test and high school cumulative average. It also selects students for the Engineering program based on their STEM courses average. In this study, the researcher has involved both current students and graduates in diploma and bachelor degrees. There are around 76 students who have participated in our online survey. The survey sent to students investigated three aspects of the admission policy's influence on them which are (1) Student’s self-efficacy (2) Motivation and performance (3) Career choice. The research findings showed that the admission policy did not restrict students’ degree choices or pushed them to reconsider their preferences. They feel confident about what they have chosen as their current major and career choice. Moreover, most students believed that their major choice was based on their own free will rather than the admission policy rules. Also, students feel that their future career choice will be considerably related to their majors and their degrees will contribute to the UAE society in the future. To conclude, the researcher argues that the admission policy does not necessarily impact university students' self-efficacy and degree choices. ItemAnalysis and Evaluation of the Online Teaching Practicum Guidelines for Higher Education in the UAE(The British University in Dubai (BUiD), 2021-10) Al Awadi, Fatema EbrahimThe Online Practicum Guidelines policy is developed within the education division in a higher education federal institution in the UAE. The interest in such a policy development is shaped by the current change in the learning experience due to sudden circumstances such as COVID-19. This study aims to evaluate and analyze the online teaching practice guidelines as a policy in higher education. A horizontal analytical approach will be used to identify the policy content, analyze the policy implementation and evaluation processes. The analysis also aims to identify the underpinning theory and approach, understanding the policy effectiveness, and drawing associated recommendations for additional enhancements. The evaluation results revealed that the policymakers followed the Elite theory and the top-down and successive-stages approaches to policy design. It also demonstrates that following such approaches can be beneficial for developing theories under specific circumstances. At the same time, it needs to be modified to meet the needs of the specific context. Recommendations include preparing participants for policy implementations through trainings, taking their feedback into consideration and taking immediate actions that reflect an evaluation during the implementation process. Another recommendation is to compare the development of different policy versions to identify the similarities and differences happening through a period of time. ItemPractitioner Perspective: an analysis of Intensive English Language Program Curriculum Reform in a Federal Higher Education Institution in the UAE(The British University in Dubai (BUiD), 2021-10) Alnuaimi, HayaCurriculum development is considered to be the core of the Education sector. Therefore, examining and evaluating the curriculum content and development process has been a continuing concern among researchers in the educational field. Hence, this research aims to analyse and assess the level 2 curriculum reform of the Intensive English Language Program (IELP) in a federal higher education institution in the UAE. To achieve the aim of the research, two objectives were designated: evaluating the appropriateness of the intensive English language program curriculum reform, and providing recommendation based on the literature and own experience for further development. A number of findings/conclusions were made through analysing the IELP level 2 curriculum. The first conclusion is that curriculum developers in this institution followed the National Curriculum Model and Tyler’s Model in planning, implementing and evaluating the curriculum. Furthermore, the analysis of the curriculum components also showed that the IELP curriculum was following the Common European Framework of Reference for Languages (CEFR). CEFR played an important role in determining students’ level and understanding their needs. Another conclusion from the analysing of the IELP level 2 curriculum is that the time designated for each cycle is not enough for achieving all the learning outcomes mentioned in the curriculum. These findings provide an insight for further development of the IELP and future research to understand the IELP. It is recommended that future research should consider conducting surveys and interviews with different curriculum stakeholders, especially those most affected by it, that is, students, teachers and parents. It is argued that surveys and interviews will provide better understanding of the curriculum development and the impact of the IELP curriculum on both teachers’ well-being and students’ language proficiency and well-being.