Effect of Cultural Perspectives on the process of an Inclusive Education in Primary Schools in Dubai, United Arab Emirates
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Date
2013-04
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The British University in Dubai (BUiD)
Abstract
in the United Arab Emirates continues to be a key issue within
the education system. Therefore, having concerns for the needs of special
needs children requires responsibility and commitment amongst all
members of the society. A society that relies on an education system to
develop their maximum potential along with ensuring that special needs
children have equal access to a quality inclusive education.
The Ministry of Education (MOE) along with the Ministry of Social Affairs
(MOSA) developed the Federal Law No. 29 in 2006, which specified the
Rights of Individual with Special Needs supporting both the national and
international inclusion philosophy. A philosophy that seeks to provide an
excellent environment that meets their educational, social and emotional
needs in regular settings within their community.
Previous research established five major themes to explain the process of
inclusion in the UAE. The first relates to the existence of SEN students
and the type of disability that they have. Second mentions the type of
teachers and professionals within inclusive settings. Third states the
provision of all additional aids and technological services. Fourth
expresses the accommodations done to the school´s facilities to ensure
the inclusion of the children. Finally, the fifth one expresses the existing
professional development conferences that allow teachers to improve their
practices.
Leaders and policy makers consider inclusion as an adequate educational
model due to the acceptance and supports that SEN students have from
their peers and other people of their school community. Previous studies
have shown that SEN students were being educated within public and
private schools. It is believed that a complex group of people with cultural
beliefs and professional experiences affects the perception of the school
community of the children with special needs. Inclusion requires a restructuring of mainstream schools to make the
necessary accommodations for every student regardless of their ability or
disability. Therefore, the following discussion is focused to express the
effect of cultural perspectives on the process of an inclusive education in
primary schools in Dubai. It aims to explain the attitudes of administrators,
teachers and parents through document analysis, questionnaires and
interviews. Responses were received from twelve teachers and parents
along with 6 administrators from two schools one that followed the IB
curriculum and one that followed the UK curriculum. It also seeks to
determine the challenges, changes and current practices of inclusion
within a multicultural country.
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Keywords
cultural perspectives, inclusive education, primary schools, United Arab Emirates (UAE), education system