Dissertations for Special and Inclusive Education (SIE)

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    Impact of Pull-Out Programs on SOD- A Case Study in a Mainstream School in Dubai
    (The British University in Dubai (BUiD), 2024-03) NASIRUDEEN, SAINAB; Professor Eman Gaad
    This mixed-method study investigated the impact of pull-out programmes on the academic, social, and emotional development of students of determination in a mainstream school in Dubai. It highlights whether the PO has a positive or negative effect on academic progress, and the social and emotional well-being of SOD. The academic impact of PO programmes is studied through quantitative data that were used to analyse SOD, CAT4, MAP, and Test-1 & -2, along with the survey. It includes three sections that measured the participants' responses to the PO programmes' impact on the academic, social-emotional development of SOD. Thirty-two respondents including subject teachers, learning support teachers, counsellors, and supervisors participated in the survey. To study the effect on social and emotional development, four participants were interviewed after the analysis of the survey data. This study looked into every important detail, and the ultimate conclusion was reached to offer the optimum recommendations. The results revealed that PO programmes were effective in terms of the academic growth and progress of SOD, while the social-emotional well-being depends on many other factors. Numerous recommended PO programmes have to combine with PI support and independent study activities.
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    The Implementation of Inclusive Education Policies in One of Higher Education Institutions in the U.A.E: Services & Facilities Provided for SWD, and Challenges & Barriers that Institutions Face
    (The British University in Dubai (BUiD), 2023-09) ALI, BUSHRA; Professor Eman Gaad
    When it comes to the objectives or aim of the research, the study is designed to explore the implementation of UAE’s Federal Law No. 29/2006 policy in supporting PWDs in one of the HEIs in UAE to identify the obstacles experienced by the many participants in the inclusion policy. In addition, the research also looks to understand the current availability of accessible services and facilities used for SWD for HEI in the UAE. This is because the more accessible HEIs are, the more SWD would be encouraged to pursue a higher educational career. This ranges from students who have difficulties with mobility, hearing, visual impairments, dyslexia, ADHD, and other learning difficulties. In addition, the research will also look at the different aspects of a university or higher education campus to understand best if those are up to the standard required to support SWD. This will help shed greater light on the inclusion policy and understand if there are any gaps or areas of improvement that can occur and then propose those solutions. Another aim of the research is to better understand the challenges and barriers that SWD faces based on the staff members working at the university. More importantly, the role of the Ministry of Education in providing the best environment, technology, and facilities to SWD is also reflected in this research. From a methodology perspective, the qualitative approach was selected for this research study, and along with it, some semi-structured interviews with individuals in position to process and make decisions. In addition, numerous journal articles and academic books on relevant subjects were also selected to provide insight and a greater understanding of the topic. This was designed to answer the four main research questions, which include understanding what the on-campus facilities provided for SWDs are in their institution. What the current services are that the HEI provides to support SWDs? What challenges and barriers does HEI face in supporting SWDs? And lastly, what is the role of the Ministry of Education in supporting SWDs? From a finding perspective, the on-campus facilities were investigated, photographed, and detailed in depth to identify any issues. This included the campus building, atrium, classrooms, labs, washroom, elevator, campus clinic, registration office, university library, campus restaurants, student dorms, car parking, busses, and security staff. At the same time, the services provided by the institution, in this case, University A, were also detailed, along with the perspective of faculty, SASD, and students on the challenges and barriers they face. Lastly, the role of the Ministry of Education was also reflected upon after the visit. All in all, some limitations were identified when it came to the Ministry of Education in the way they were monitoring or doing their annual checks in universities to ensure that they were compliant with the educational policies. However, there is no in-depth check for specific departments that should occur, especially with departments associated with SWD since it is critical to their educational career. In addition, the Ministry of Education should also help to promote and support the education of SWD from a young age, even at school, so that by the time they come to university, their integration into higher education is much smoother than
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    Measuring the Attitude of Mainstream Educators towards having students with ADHD in their Classrooms in a private school in Dubai- A Case Study.
    (The British University in Dubai (BUiD), 2023-09) ABDULLAH, MARYAM; Professor Eman Gaad
    The United Arab Emirates (UAE) has put a lot of effort into ensuring that essential accommodations and adaptations to the curriculum and setting for learning are effectively offered and implemented in regular classrooms. Law number 26 was enacted as the first law to safeguard the rights of people of determination in 2006. The Ministry of Education introduced guidelines for the provisions to include students with needs in 2007. Furthermore, the Knowledge and Human Development Authority (KHDA) created a guide for schools in 2017, which includes crucial instructions for schools to adopt and implement high-quality inclusive educational standards for pupils of determination. A student's academic, social, and well-being may be profoundly impacted by ADHD, a neurodevelopmental disease characterized by behaviors such as inattention, hyperactivity, and impulsivity. Examining the experiences and difficulties faced by learners who have ADHD in traditional educational settings is critical given the rising incidence of ADHD in the world. In this aspect, teachers' attitudes are crucial when evaluating the success of inclusion and appropriate assistance for students with ADHD. This study assesses general education teachers' attitudes towards incorporating ADHD students in their regular classrooms and focuses on learning how teachers perceive including ADHD students in the usual classroom environment. Data was gathered using a mixed-methods approach in which semi-structured interviews were conducted after administering a questionnaire to the entire teaching team. Ten teachers from pre-primary, primary, and high school participated in the semi-structured interview. The results show that teachers' views on incorporating ADHD students in regular classes are subjective and based on their own experiences. Teachers can foster a friendly learning environment in the classroom by utilizing a variety of methods of instruction, providing support and motivation to students with ADHD followed by collaboration with the Special Education Needs (SEN) department. The implications of this study go beyond the setting of private schools. Similar school systems and authorities to improve their inclusive education practices for ADHD children can use these findings. Trying to create more inclusive and encouraging learning environments for everyone by understanding the particular needs of those children and putting the recommended adjustments into practice. Significant recommendations have been compiled to help mainstream teachers better understand how to incorporate students with ADHD as well as recommendations for additional study to contribute to the UAE perspective and other neurological illnesses. In conclusion, this research provides insightful information that will aid policymakers, administrators, and educators in promoting inclusive education and enhancing results for ADHD students.
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    Case Study on How IB System of Education Supports the Gifted & Talented Students In a Primary School in Dubai
    (The British University in Dubai (BUiD), 2023-10) Ayyaswamy, Vidya; Professor Eman Gaad
    This case study investigates the effectiveness of the International Baccalaureate (IB) system in supporting gifted and talented students at a primary school in Dubai. The study explores how the IB curriculum, teaching methods, and support mechanisms address the specific needs of these students. Data were collected through interviews, classroom observations, and analysis of the school's implementation of the IB system. The findings reveal that the IB system has strengths in supporting gifted and talented students. The curriculum's emphasis on inquiry-based learning, critical thinking, and interdisciplinary approaches provides opportunities for students to explore their interests and extend their learning. The focus on differentiation and individualized instruction allows for tailored educational experiences based on students' unique abilities. This mixed method study also uncovers various support mechanisms and strategies implemented by the school. This study possesses limitations with respect to its generalizability owing to its utilization of a case study methodology.These findings contribute to the existing literature on gifted and talented education within the context of the IB system, specifically in primary schools in Dubai. Educators, administrators, and policymakers can draw insights from this research to enhance the educational experiences and outcomes of gifted and talented students. Overall, this case study provides a comprehensive examination of how the IB system supports gifted and talented students in a Dubai primary school. It sheds light on effective strategies and practices that cater to the unique needs of these students, contributing to ongoing efforts to optimize educational opportunities within the IB framework.
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    Impact of Teaching Conversation Skills to a Child with Autism at a Therapy Center in Dubai – Case Study.
    (The British University in Dubai (BUiD), 2023-10) Kumar, Vani; Professor Eman Gaad
    Conversational deficiencies are frequently seen in people with developmental disorders, such as autism spectrum disorder. To teach conversational skills, we employed behavioral skill training. We planned for generalization in the untrained home context with peers and utilized a script-fading package to educate a child with autism to begin social contact across varied activities in the school setting. It was noted that social initiations gradually rose once the script-fading package was introduced. Also, the impacts of the script-fading package extended to peers, parents, caregivers, and an unskilled home environment. By illustrating the transfer of social initiations from the school context with peers to the home environment with siblings, this study builds on earlier studies. This study examines how conversation skills can be taught using scripts and fading the same. The researcher conducted the study with the help of questionnaires, semi-structured interviews, and direct observation. The script fading technique helped to increase conversation and social skills, however, the generalization of these skills was not attained.
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    Investigation into the extent to which mainstream schools in Dubai show readiness to integrate ‘Twice Exceptional’ children concept into practice.
    (The British University in Dubai (BUiD), 2023-03) ALRAM, FATMA ABDULLA
    This research on twice-exceptional students in Dubai schools reveal several key insights into the challenges and opportunities of integrating 2e students into educational settings in mainstream schools in Dubai. The research highlights the importance of addressing misconceptions and stereotypes about twice-exceptional students, as well as providing adequate resources and support for their unique needs, and establishing well defined policies to support these students. Additionally, the research underscores the importance of collaboration and communication among educators and professionals, as well as cultural competence and sensitivity in working with diverse student populations. The main research question is to examine to what extent do mainstream schools in Dubai show readiness to integrate ‘Twice Exceptional’ policy into their system. Based on the findings, the researcher concludes that there is a need to develop a clear instructional policy for schools to include twice exceptional students, as there is no such policy yet.
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    Investigating the effectiveness of using tablets to teach dyslexic students: a case study of a government school in Ras Al Khaimah, UAE.
    (The British University in Dubai (BUiD), 2023-01) ALSHEMEILI, MARYAM
    This report indicates the effectiveness of using tablets in teaching children with learning difficulties, dyslexia, in a government school in the United Arab Emirates. The objectives of conducting this research are: 1) to develop a better comprehension of dyslexic children's circumstances to design helpful teaching methods and improve the learning progress, 2) to specify the capacity to which tablets could reinforce improving teaching strategies or teachers' performance in instructing dyslexic students, and 3) to suggest tablets' applications or features that can be applied as practical education strategies that facilitate learning. The investigation focused on one question: "How can tablets influence the development of dyslexic students' performance in learning languages, Arabic and English?". The report was supported with various educational articles and resources to launch an overview of better teaching dyslexic children using tablets. It discussed significant elements: the introduction, including policy considerations of inclusive education, the literature review, methodology, the findings, and the discussion of the data collected with the recommendations for future research. In the United Arab Emirates, the government supports equal rights for all people and provides exceptional educational services and inclusion in government schools. They motivate people with learning difficulties to collaborate and contribute to the community by improving their exceptional abilities and skills that could be used in their future growth.
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    Examine the effectiveness of developing and implementing the individual education plan for students of determination in one private school in Dubai and the impact on their inclusivity in the regular classroom setting: A Case Study
    (The British University in Dubai (BUiD), 2022-09) BADAWIEH, MUNTAHA
    Over the past decade, the United Arab Emirates (UAE) has made substantial efforts to improve inclusive education for People of Determination (POD), pupils with disabilities and pupils with special needs, by guaranteeing that crucial accommodation and adaptation to the curriculum and learning environment are effectively provided, implemented and documented in their Individual Education Plans (IEPs).– An IEP is a written document that describes the actual performance level of the students of determination, the necessary accommodations to reduce their barriers to learning and annual academic and functional goals to empower their learning ability and push them to become lifelong learners and influential members of society. The first law to protect the rights for people of determination – law number 26 – was initiated in 2006. Consequently, the Knowledge and Human Development Authority (KHDA) developed a guide for schools in 2017, which includes essential guidelines for schools to implement and adopt high-quality inclusive education standards for students of determination, to meet their individual learning needs and guide the teachers to bridge their academic gaps. Thus, all schools in Dubai must develop their inclusion policy based on that document. This study examines the impact of developing and implementing IEPs for students of determination in one private school in Dubai, and focuses on finding the impact of IEPs on the students’ inclusion in the regular classroom setting. It focuses on three crucial aspects: the current teachers’ attitudes toward adopting and implementing IEPs, the effect of teachers’ attitude on the inclusion of students of determination in a regular classroom, and essential recommendations to improve the quality of IEP development and implementation in the school. A qualitative research approach has been used for collecting data: official and confidential documents and semi-structured interviews. The participants were ten teachers from the elementary and middle sections of the school. The findings reveal a misalignment between what is stated in school inclusion policy documents about teachers’ duties and responsibilities and their performance regarding IEP development and implementation. All the literature included in this study was related to Inclusive Education and IEPs. Essential recommendations have been encapsulated to improve the quality of the IEPs in the school and set significant directions for further research to add to UAE perspectives.
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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
    (The British University in Dubai (BUiD), 2022-01) ABUHATTAB, MONA
    Abstract 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. Also, 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. Keywords: distance learning, identification, COVID-19, students with a specific learning disorder.
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    The Gap Between the Rhetoric and the Reality of Inclusion Policy: The Theoretical Framework and Challenges of Effective Implementation at one Private American School in Dubai - A Case Study
    (The British University in Dubai (BUiD), 2022-11) SHIHAB, RAGHDA SAKR OMER
    With the slogan ‘School for All’ the UAE’s Ministry of Education (MoE) formally introduced guidelines for the delivery of special advanced education and services in May 2010, enabling equal access to education for all students regardless of their abilities. The UAE has ratified and signed the United Nations Convention on the Rights of Persons with Disabilities (CRPD) (UN 2008); this initiative is the first concrete step taken by the MoE to implement federal law 29/2006 concerning the rights of individuals with disabilities and equal access to education. This research aims to study how one private American school in Dubai is implementing the Dubai inclusive framework of policies and guidelines that have been made available through the School for All initiative. More importantly, the study presents a comprehensive and well-contextualised image of the implementation from the viewpoints of the many stakeholders. The study opted for a qualitative research approach and a one-case study methodology (inclusive of team members, principals, and teachers). Semi-structured interviews, participant observations, and a review of students’ work were used to obtain qualitative data. The school data was recorded in a context-situated case study format to gain a better understanding of what the implementation of inclusive education looked like in one private school after the School for All initiative was put into place. Moreover, to provide a higher level of support for individuals with disabilities, the School for All programme is working to bring about a paradigm change towards inclusive education. This research investigates the methods by which inclusive policies and practices have been developed at the case study school as a direct result of the requirements that have been put into place, and how those requirements have assisted the case study school in moving towards a more inclusive culture.   Additionally, it generates concerns that are relevant to inclusion from the viewpoints of the stakeholders. These viewpoints are critical in gauging the gaps in implementation and the discontent that is generated subsequently. The study does this by drawing on the “Index for Inclusion” that Booth and Ainscow (2011) developed to investigate the obstacles and resources that stand in the way of learning and participation, through focusing on three aspects of a school: cultures, policies, and practices. This index was deliberately selected because it offers a framework that is both flexible and adaptive and one that can be used for both the development and evaluation of inclusive schools.
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    Probable or Inevitable? The Readiness of Teachers to Implement Inclusive Education Effectively: A case study in a Private School in Sharjah
    (The British University in Dubai (BUID), 2022-07) ADNAN, HADEEL;
    This main objective of this research is to investigate the readiness of teachers to implement inclusive education effectively. A sample of 58 teachers of different subjects was investigated in a private school in Sharjah depending on the descriptive analytical approach. The teachers were asked to answer a questionnaire to investigate their psychological, social, cognitive and academic readiness to implement inclusive education effectively. Findings indicated that the readiness of teachers to apply inclusive education effectively was high in the four factors of the questionnaire (Psychological - Social - Cognitive - Academic). Moreover, the study showed that the teachers face many problems and challenges when teaching students with special educational needs and disabilities (SEND) in their classes, and therefore the study recommended the necessity of identifying those challenges that face the teachers, then confronting them and proposing solutions to overcome those challenges and problems.
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    The Impacts of COVID-19 on the Well-Being of students with SEN in Primary Stage in Dubai Schools
    (The British University in Dubai (BUiD), 2022-05) ABUSNENEH, NOOR
    The current paper aimed to verify the impact of the Covid-19 pandemic on the well-being of a sample of (74) students who were classified by teachers as a student with Special Educational Needs in five of Dubai primary schools. The study methodology depended on the descriptive-analytical approach, the researcher prepared a well-being questionnaire for students with special educational needs SEN, and its validity and reliability were verified. Findings indicated a decrease in the levels of well-being among the study sample as a result of their Well-being affected by the pandemic, while there were no statistically significant differences between the various disabilities ( learning difficulties - hyperactivity - hearing impairment - visual impairment - mild speech disorder) in their average levels of well-being, while it became clear that there are some differences between males and females in the average Well-being scores in favour of males, and their average Well-being scores were high compared to females. As for the place of residence and the school stage, there were no statistically significant differences between the average scores of the sample members in the two variables, and the study recommended the need to provide counselling programs to improve the well-being of the students with SEN due to the circumstances imposed on them by the COVID-19 pandemic.
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    How effective is phonological awareness training for preschoolers with speech and language difficulties? Exploring the perspectives of teachers working in preschool settings in Dubai.
    (The British University in Dubai (BUiD), 2022-05) O’NEILL, LEAH MARIE
    Abstract Background: It is well documented throughout the literature that phonological awareness (PA) development in early education is a strong predictor of later reading success. Children with speech and/or language (S&L) impairments are at an increased risk of PA deficits and may face ongoing challenges and persistent difficulties, which impact literacy and language outcomes and academic success beyond the preschool classroom. Aims: This qualitative study aims to explore how preschool teachers perceive the effectiveness of PA instruction for children with S&L difficulties. Methods and Procedures: Forty preschool teachers working in private preschool settings in Dubai, UAE, were recruited. Following an initial survey to ascertain teacher knowledge about PA instruction in early education, teachers were invited to participate in a 4-week online training program aimed at developing PA skills in preschool children with S&L difficulties. 30% of the sample completed semi-structured interviews or a questionnaire following the intervention phase. Thematic analysis was applied and involved a process of manual coding to construct and interpret themes based on patterns that emerged from the data reflecting preschool teachers' perspectives. Findings: The themes identified in this study are consistent with findings found in the literature. Teachers expressed that they lacked knowledge and skills regarding PA assessment and intervention methods. Similarly, teachers expressed that they lacked appropriate training to effectively support children with S&L difficulties in the preschool classroom. Whilst teachers acknowledged the need for early intervention and recognised the importance of PA in early literacy development for children with S&L deficits, they expressed limited opportunities to engage in collaborative practice alongside speech and language therapists (SLTs) who are experts in the field. Thus, professional development opportunities are warranted within preschool settings in Dubai as findings highlight the need to improve teaching practices and provision for children with lower levels of language and literacy abilities. Furthermore, preschools must ensure that inclusion policies are reflected in practice so that children with additional educational needs have equal and equitable opportunities to access learning alongside typically developing peers. Therefore, policymakers and stakeholders must closely monitor and evaluate the quality of provision. The findings also reinforce the need for initial teacher training courses to be reviewed so that early educators enter the classrooms better equipped with knowledge, tools, confidence and strategies to effectively meet the needs of all preschool children.
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    Investigating Secondary Regular Classroom Teachers’ Intervention to Accommodate Students with Dyslexia in a Private School in Dubai, UAE: Exploratory Case Study
    (The British University in Dubai (BUiD), 2022-06) ELFAR, GHADA FARAG
    This exploratory case study aims to determine which extinct secondary school teachers in a private school in Dubai, UAE use successful intervention to accommodate students with dyslexia in the regular classroom, as well as the obstacles they may face. The study also sheds light on the hurdles secondary school students with dyslexia may encounter and how to overcome these obstacles. Interviews and surveys were used as part of a mixed-methods strategy to obtain qualitative and quantitative data. The findings demonstrate that secondary regular classroom instructors had a limited awareness of dyslexia as a reading disability and were confused by dyslexia features. Some parents' responses to interview questions suggested dissatisfaction with the intervention's outcomes on their children. Concerns raised by several parents demonstrated a link between instructors' lack of comprehension of dyslexia's characteristics as well as inability to identify their children's unique skills, and the ineffectiveness of some classroom teachers' interventions. Majority of secondary instructors highlighted that class size, the length of the curriculum, lack of teaching tools, the pace of lessons, lack of human resources, parental denial and lack of parental cooperation are hurdles to addressing the requirements of students with dyslexia in the classroom. The findings also showed recommendations for better practice, such as dyslexia training for regular classroom teachers, adopting teaching tactics that accommodate the special requirements of students with dyslexia, recognizing students' learning styles, and communicating with parents and educators. Some participants underlined the need of boosting secondary students with dyslexia self-esteem, which might be a topic for future research. Additionally, the study's limitations and the need for future research were addressed.
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    The Impact of Distance Learning On Students of Determination’s Educational and Social-Emotional Skills in Dubai Private Schools from The Parents’ and Teachers’ Perspectives
    (The British University in Dubai (BUiD), 2022-05) ALQEEQ, MALAK AKRAM JABER
    The emergence of the COVID-19 pandemic caused significant shifts in the United Arab Emirates’ education sector. This study focuses on the country’s transition towards distance learning and its implications on students of determination and their teachers and parents. On one hand, some groups contend that the pros of distance learning outweigh the cons; on the other hand, skeptics argue that the weaknesses of distance learning worsened the academic outcomes of students of determination. Thus, this study analyzes the opinions of 50 local teachers and parents who care for students with special education needs. The study begins by explaining the rationale for exploring the opportunities and challenges created by distance learning. Consequently, the literature review section elaborates the findings of recent qualitative and quantitative research articles about distance education and its effects on conventional learning paradigms. The methodology section explains the sampling criterion and the use of data collection methods such as interviews and questionnaires to acquire valuable findings. The discussion and conclusion sections clarify the root causes of the teachers’ and parents’ perceptions about distance learning. Although several studies have been conducted examining the social and emotional issues of distance learning, few evaluate the teachers’ and parents’ perspectives. Therefore, this study can offer significant insights into the strengths and weaknesses of distance learning measures for students of determination in the Arabian Peninsula and other areas of the world.
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    The transition of students with SEND from rehabilitation centers to mainstream schools in the UAE
    (The British University in Dubai (BUiD), 2022-05) ALSHAMSI, AYESHA RASHID HUMAID ABDULLAH
    Students with disabilities have had the opportunity to attend mainstream schools in recent years as a result of right-based policies and obligations. This has ensured equal access to education by meeting all of their needs and providing support to overcome their inherited barriers. However, due to a variety of complicating factors, some students are still left behind in special classrooms, such as rehabilitation centers (Abdat, 2020). Such centers were initially established to provide care and education to students with disabilities in order to prepare them to be socially and educationally integrated with their non-disabled peers. Many people have an impact on the transition from rehabilitation centers to mainstream schools, including educators, students, and parents. As a result, the purpose of this study was to investigate the factors that influence the transition of students with disabilities from rehabilitation centers to mainstream schools in the UAE. It covered three major topics: teaching practices in a rehabilitation center for transitioning students, challenges teachers face when transmitting to their students, and parents’ perceptions of inclusion and transition. The study was conducted using the qualitative method to provide descriptive data involving the feelings and thoughts of the participants. The data were collected using several approaches. Semi-structured interviews (10 parents), two focus groups (15 teachers), and four non-participant observations were used to collect data (4 teachers). Thematic analysis of parent interviews revealed the following issues: 1) difficulties with school enrollment, 2) a service gap, 3) anticipated threats, 4) the complexity of disabilities, 5) fears about the future. Furthermore, teachers revealed their difficulties in achieving a successful transition, which included 1) a curriculum hiatus, 2) inadequate compensation, 3) group collaboration, 4) the complexity of disabilities. Observations also revealed teaching methods used to prepare students for their transition. Finally, the study provides recommendations on the status of transition from rehabilitation centers to mainstream schools for students with disabilities.
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    SCHOOLS’ READINESS TO EDUCATE CHILDREN WITH DYSLEXIA IN AN INCLUSIVE ENVIRONMENT: An Investigative case study on a private elementary school in Dubai
    (The British University in Dubai (BUiD), 2022-05) OTHMAN, ELHAM
    Schools play the greatest role in developing the children’s reading skills and carry the biggest responsibility to discover any difficulties related to literacy. This research paper investigated the ability of a private school located in Dubai to identify and respond to learning challenges related to dyslexia in the elementary stage. The primary objective of the first years in education is to learn how to read. Dyslexia is the most common learning difficulty and at the same time the most hidden one. The researcher examined in this paper the entire experience of students with dyslexia starting from the admission phase until attending an intervention program. The research concluded that the situation of education of those children in an inclusive primary stage could be better. The school in the study is to a good extent ready to educate students with dyslexia in an inclusive setting, but improvements in the staffing, identification and intervention are required for better performance. The conclusion cannot be generalized to all schools, but it is intended to raise awareness about the quality of education offered to children with dyslexia and to help decision-makers recognize the areas for improvement in the current school system in the UAE. The study suggested changes to the current inclusion system to enhance its ability to educate children with dyslexia.
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    The Impact of COVID-19 on the Education Routines of Students of Determination (SOD) and their Family Members
    (The British University in Dubai (BUiD), 2021-05) ALZAABI, ASMA KHALAF
    Covid-19 has impacted virtually every life segment including the normal educational routines. Students, teachers, and parents across the world have faced plenty of emotional and psychological problems because of the ongoing pandemic. Special education or inclusive education is one sector in which the Covid-19 has brought significant problems. Students of Determination (SOD) or students with Special Education Needs (SEN), students with Special Education Needs with Disabilities (SEND), their parents and teachers struggle a lot in conducting the online education smoothly for the aforementioned student community that needs special attention. Teachers have little idea regarding how to teach effectively these student communities online. Parents struggle a lot in making sure that their children with disabilities attend the online classes comfortably. Students with disabilities on the other hand develop plenty of emotional problems because of them being unable to fulfill the challenges of remote learning. The purpose of this study is to identify how educational routines have been affected due to the pandemic and to what extent and mitigation measures are put in place to deal with the new challenges in inclusive education. A mixed-method of research has been used for the collection of data for this study. The study has collected data from SOD, their parents, and teachers working in the private schools in Dubai.
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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.
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    Assessing Teachers' Attitude toward adopting KHDA framework for Special Education Needs in UAE
    (The British University in Dubai (BUiD), 2019-03) YOUSSEF, ZEINA
    The educational system is moving toward including students with disabilities in mainstream schools. This remarkable move is not an easy process since the schools’ culture is still in its primary stages regarding inclusive settings. For inclusion to succeed, many practitioners should be involved to make this successful change. As inclusion has seemingly become the preferred placement for students with disabilities, teachers’ attitude toward including students with disabilities has become an important variable in creating a successful inclusion program. Recently UAE has updated its framework for inclusion. KHDA in its new framework highlighted the importance of the action team in successful inclusion. The action team according to the new framework includes champions, governors, support assistants and strategic planners. This study aims to investigate the feasibility of adopting the new KHDA inclusion framework. It also examines school barriers for adopting the new inclusion provisions. The variables that are considered in this study covered both operational and strategic factors. Among those factors, teachers’ attitude towards the new provision was investigated for the purpose of this study mixed research method was used. A survey was conducted to measure and correlate the intended factors. The questionnaire comprised of both close and open-ended questions, the intention behind to get an in-depth information that would be generalizable at the same time. The findings of both qualitative and quantitative analysis were triangulated with document analysis. The study aims to investigate the feasibility of adopting the new KHDA inclusion framework. It also examines school barriers for adopting the new inclusion provisions. The outcomes generally revealed that competency among teachers remains an integral aspect of ensuring that the students receive the necessary training while in school. The study identified various concerns within the learning program that need to be addressed without complicity as the government sought to invoke collaborative education within the KHDA framework.