Dissertations for Special and Inclusive Education (SIE)

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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.
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    Study of the impact of online learning on students of determination
    (The British University in Dubai (BUiD), 2020-10) Al Nasser, Sereen
    Technology remains an important facet that has revolutionized learning in modern society. Most innovations are intended to streamline operations and improve the quality of skills and knowledge delivered to students. Thus, online learning is becoming a reality. Despite these developments, there have been varying opinions concerning the contributions of online learning to the development of students of determination. Even though this method of teaching has been efficient in enhancing the learning experience of typical students, questions still exist when the approach is applied to students of determination. In particular, limited knowledge exists concerning the contributions of the online learning system to the achievement of special children’s unique needs and inclusion experience. This study assessed the opinion of parents and teachers in Dubai, the UAE, concerning the inclusion experience and achievement of learners’ needs through online learning in private elementary schools. Data was collected from a sample of 69 teachers and 25 parents who were directly involved in the learning experience of special children using virtual platforms. Important findings and invaluable recommendations are presented to help streamline this method of teaching, thus improving the learning experience of students of determination.
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    Supervision and the Effectiveness of Teachers Performance Evaluation in a Center for Special Needs A Case Study
    (The British University in Dubai (BUiD), 2021-03) Ahmedani, Eman
    Teachers' Performance Evaluation and its impact on improving teachers' performance seems like an interesting topic. This study is conducted to provide information about the Performance Evaluation's effectiveness in enhancing Teachers' Performance and the role of supervision. The study presents information about the purpose of the Teachers' Performance Evaluation and the process itself in light of the elements that seem related to it and explains the supervisory leadership, which seems to be very much connected. It also provides information about the challenges and suggests some possible solutions. The research design used in this research was the case study by selecting one organization for this purpose. The organization was an ideal case for this study because the Performance Evaluation is used regularly. Data were collected through mixed methods, including interviews and surveys consisted of closed-ended questions and open-ended questions that targeted the teachers and the managers/supervisors involved in the Teachers' Performance Evaluation process. The study indicated that Teachers' Performance Evaluation plays an effective role in improving teachers’ performance and explained the supervisory leadership role's importance.
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    An Exploratory Case Study Reviewing the Gifted and Talented Policy and its Effectiveness amongst the Students in Secondary School
    (The British University in Dubai (BUID), 2020-10) Shaikh, Sana
    The current research study explored a case study on an IB private school in Dubai. The aim of the study was to determine the effectiveness of the Gifted and Talented policy in meeting the needs of the students in school. All the chapters will provide a detailed analysis of the entire topic.Chapter-1 is considered as an important part of the research study as it provides aim, objective and the research question that will be used to formulate the entire research study. Looking into Chapter-2 theories and conceptual models will provide an essential framework to execute the research study with other relevant topics that will be discussed further to support the analysis and discussion. The research undertook the research onion of Saunders as a guideline to explore Chapter-3 and undertook mixed research method and interpretive paradigm to conduct the research. Chapter-4 and 5 analyzed and discussed the research topic in question and explored the inferences that the policy is effective in meeting the needs of the students to certain extent but still needs improvement on the strategies and provisions as per students’ needs in and outside the classroom. Furthermore, the research objective have been linked to the findings providing recommendations to improve current practices at school.
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    General and Special Education Teachers’ Attitudes Toward Co- Teaching in an Inclusive Private Setting in Dubai
    (The British University in Dubai (BUiD), 2020-12) Obeidat, Walid
    This research investigates general and special education teachers' attitudes towards co-teaching. Includes investigating their attitudes towards the co-teaching model and the impact of collaboration, personal skills, and teachers' characteristics on co-teaching implementation. The study will provide important information about the difficulties facing educators in implementing effective co-teaching. The data obtained from this research will help understand general and special teachers' attitudes towards co-teaching, its efficiency, and the barriers it faces in its implementation. Moreover, help the schools create a more effective support system of inclusive education for all learners in the future. The study targeted general education and special education teachers working in inclusive classrooms from the KG stage to grade 12 in a private school in Dubai. The data collected by individual surveys and semi-structured interviews indicated that the general and special education teachers have a positive attitude toward co-teaching. Further, lack of professional development, lack of time allocated for planning, lack of human and educational resources has been identified as the barriers facing the effective implementation of co-teaching.
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    The Advantages and Disadvantages of Distance Learning for Students with Special Educational Needs and Disabilities During Covid-19 at University in UAE
    (The British University in Dubai (BUiD), 2020-10) Juma, Mariyam Salim
    This study investigates the advantages and disadvantages of distance learning for SEND (students with special educational needs and disabilities) during COVID-19 crisis at the University in the United Arab Emirates (UAE). The study depends on the qualitative method using interview that depends on semi-structured interviews. Data was collected from SEND, teachers and special need education coordinator/ specialists’ perspectives. Overall the experience and thoughts were a mix up between positive and negative aspects of studying online from students with special educational needs and disabilities. I believe that the reason behind it, that remote learning has always been a debatable topic. Yet during COVID-19, the students have no choice to choose remote learning or traditional learning because the ministry of education in UAE forced all students to study remotely. In the long run, the outcomes of the remote learning experience depending on the type of disability, the readiness of the students, the acceptance to change and sometimes the type of course that students took. Findings show that most of the parties involve in the semi-structured interviews agreed that remote learning after categorizing it as a safety matter, it saves times and open a door to learn new technology skills. On the other hand, lack of communication interaction was the main disadvantages of remote learning as students feel lonely while attending classes, teachers can’t interact and can’t observe if the learning objective was met and specialists believe that students learn from other students sometimes and they missed this chance. Recommendations for the research was to keep training students and teachers on new strategies and new technology to be prepared for the future whether if any crisis occurred or for a job. Governments should study the case from a different angle to overcome all the challenges and include all learners in any policy and procedures. Limitation of the study was the limited access to higher education organizations. Also, the limited number of SEND involved as it is only from one university in the UAE. As well as depending on interviews only to follow the rule of no social interaction between people.