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

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The British University in Dubai (BUiD)
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
inclusive education, United Arab Emirates (UAE), higher education,