The Impact of The Writing Abilities of Learners in Special Education Centres and Transitioning into Inclusive Schools in the United Arab Emirates

Abstract

This research examines the writing skills of students in special education centres and their transition to inclusive schools in the United Arab Emirates. Writing is a fundamental aspect of learning, yet it poses significant challenges for students with learning difficulties, often hindering their integration into mainstream classrooms. This study investigates the effectiveness of current writing support programme, the challenges teachers face, and the impact of UAE educational policies on inclusion. Using a mixed-methods approach, data was collected through questionnaires and interviews with teachers, students, and administrators to explore the relationship between writing proficiency, academic success, and classroom participation. Findings indicate that while special education centres provide essential support, students struggle in mainstream schools due to teachers’ limited training, insufficient resources, and rigid curricula.Furthermore, adapting classroom instruction to meet the needs of transitioning students remains a challenge. The study highlights the importance of targeted interventions, including enhanced teacher training, assistive tools, and improved writing instruction methods. Stronger collaboration between special education centres and inclusive schools is recommended to facilitate smoother transitions. Addressing these challenges will support the UAE’s commitment to inclusive education, ensuring equitable learning opportunities for all students.