A CASE STUDY OF THREE PRIVATE SCHOOLS IN SHARJAH: AN INVESTIGATIVE STUDY ABOUT THE STATUS OF INCLUSION IN SHARJAH PRIVATE SCHOOLS
| dc.Location | 2019 LC 3965 J84 | |
| dc.Supervisor | Professor Eman Gaad | |
| dc.contributor.author | JWEIHAN, ZAHRA ABDULKHALEQ | |
| dc.date.accessioned | 2019-08-27T07:09:22Z | |
| dc.date.available | 2019-08-27T07:09:22Z | |
| dc.date.issued | 2019-06 | |
| dc.description.abstract | This study aimed to investigate the current status of adopting inclusion of learners of SEND in three primary private schools in Sharjah, in terms of curriculum modification, environment and the differentiated assessment. It also aimed to measure the amount of learning support available for the included young learners and to investigate teachers’ attitudes towards inclusion in these schools. The study followed the mixed method approach to triangulate data to support findings. The research instruments depended on questionnaires to obtain quantitative data as well as interviews and document analysis to obtain qualitative data. The study sample consisted of class teachers in primary sections in three different private schools following three different curriculums, special education teachers, and SEND coordinators of the selected schools. The results showed that the success of inclusive education depends on many factors to support learners with disabilities within mainstream schools. Schools’ environment, schools’ policies, teaching and non-teaching staff, and provision programs all affect the quality of inclusion status in the Emirati schools. Teachers’ attitudes towards inclusion may vary from one community to another. The results of the study indicate that teachers have positive attitudes towards the integration of learners with special needs and disabilities, but the training still does not meet the expectations of teachers. The study concluded that inclusionary practices depend on cultures and policies. Therefore, the researcher recommends that more specific laws should be issued to ensure that the learners with SEND are getting an education in the least restrictive settings and with their peers in regular classrooms. More specific courses of inclusion and special education should be added to the pre-service training and education of new teachers. Schools are recommended to develop their policies and offer them on their websites and communication channels to ensure transparency and understanding of the rights of all learners. | en_US |
| dc.identifier.other | 20170239 | |
| dc.identifier.uri | https://bspace.buid.ac.ae/handle/1234/1450 | |
| dc.language.iso | en | en_US |
| dc.publisher | The British University in Dubai (BUiD) | en_US |
| dc.subject | private schools | en_US |
| dc.subject | United Arab Emirates (UAE) | en_US |
| dc.subject | Sharjah | en_US |
| dc.subject | inclusion | en_US |
| dc.subject | curriculum modification | en_US |
| dc.subject | teachers’ attitudes | en_US |
| dc.subject | special education teachers | en_US |
| dc.subject | disabilities | en_US |
| dc.subject | pre-service training | en_US |
| dc.title | A CASE STUDY OF THREE PRIVATE SCHOOLS IN SHARJAH: AN INVESTIGATIVE STUDY ABOUT THE STATUS OF INCLUSION IN SHARJAH PRIVATE SCHOOLS | en_US |
| dc.type | Dissertation | en_US |