Explanatory Sequential Study of Teachers’ and Students’ Perceptions of Inclusion Provisions for Students with ASD in High Schools in Dubai
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Date
2024-05
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The British University in Dubai (BUiD)
Abstract
This research provides an explanatory sequential analysis of teachers’ and students’ perceptions concerning the inclusion of students with ASD in private high schools located in Dubai. The method used is a combination of surveys and interviews, which allows the researcher to investigate teachers' and students’ perceptions of inclusion policies, which act as support mechanisms as well as determines the resources utilised. The results also show that there is a huge deviation between the teachers' experience and training in accommodating students with ASD for inclusion, though challenges such as resource constraints and a lack of supportive structures are anticipated. The study reveals the difference in interpreting inclusion policies according to teachers’ level of experience and special training which supports professional development that targets these problems appropriately. On the other hand, it shows from a very positive point of view how inclusion can be easily achieved in all kinds of materials if teachers and peers help out with their participatory efforts. The study focuses on the importance of powerful teaching strategies and a receptive learning space for students with autism spectrum disorder (ASD), as well as practical experience, to improve teachers’ efficacy in inclusive education. Increasing the approach to inclusive classroom practices, emphasising individualised education plans for ASD students and improving communication between peers and teachers are some of the recommendations that can be made. This research makes important contributions to the understanding of inclusive education policies and practices for ASD students in Dubai, showing how, despite their efforts some reform is still needed.
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Keywords
Autism Spectrum Disorder (ASD), inclusive teaching strategies, educational support systems, Individualised Education Plans (IEPs), educational reform, specialised training, inclusion policies, professional development