Exploring Changes in Inclusive Education Policies and Practices for Children with Cerebral Palsy in a Private School in Dubai: A Comparative Case Study of 2011 and 2024

Abstract

Cerebral palsy is a group of permanent movement disorders caused by early brain damage, affecting a child’s motor skills and coordination. As a result, children with cerebral palsy often encounter barriers to accessing quality education. Inclusive education plays a vital role in overcoming these barriers, ensuring equitable access to learning opportunities for all children. Despite the importance of inclusive education, there is a lack of extensive research on inclusive practices for children with cerebral palsy in Dubai, and whether such practices have progressed over time. This study explores the evolution of inclusive education policies and practices for children with cerebral palsy in Dubai, comparing the experiences of two children—Child A and Child B—attending Year 1 at the same private school in 2011 and 2024. Using a comparative case study approach, data were collected through semi-structured interviews, field observations, and document analysis. The findings highlight progress in policy development, accessibility, teacher support, and social inclusion. However, despite these advancements, similar challenges persisted for both children, such as insufficient teacher training, limited awareness of cerebral palsy, lack of external agency support, and the financial burden on families, which continue to hinder the full implementation of inclusive practices. This study contributes to global efforts towards inclusive education by demonstrating how policy evolution and systemic changes can enhance educational opportunities for children with cerebral palsy, providing valuable lessons for countries aiming to meet international goals like Sustainable Development Goal 4 (quality education) and build more inclusive, equitable education systems.