IEP Process from Theory to Practice: A Case Study in an Inclusive Public School in Dubai
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Date
2012-03
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Publisher
The British University in Dubai (BUiD)
Abstract
The dissertation examines how IEP is used to support the education of students with disabilities included in public schools in Dubai. Although the Federal Law 29/2006 aimed at including children with disabilities in all public schools, the law did not materialize before May 2010 when the Ministry of Education adopted the implementation of this law and issued General Rules for the Provision of the Special Education Programs and Services for Public and Private Schools. Since IEP (Individualized Education Plans) are considered the ‘cornerstone’ of special education and the process that ensures quality education of students with disabilities, the researcher uses this paper to focus on the history, development and the implementation of IEPs. The researcher triangulated her data by carrying out interviews with different participants, conducting classroom observations and analyzing relevant documents.
The study found that the IEP did, in fact, play a crucial role at the heart of the special education process. The school strived to adhere to the main components of the IEP process, but many pillars needed to be strengthened. The IEP team did not function as a cooperative unit and parents were not involved. This might be due to the recency of the process and the lack of trained human resources available. Although the study found that there was a gap between policy and practice, it was found that the schools are taking the proper steps to get there.
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DISSERTATION WITH DISTINCTION
Keywords
IEP process, inclusive public school, Dubai, disabilities, special education programs