Teachers' Perspectives on the Implementation of Individualised Education Plans (IEPs) for Students with Special Educational Needs and Disabilities (SEND): A Case Study in a Private School in Abu Dhabi

Abstract

The study examines how teachers in a private school in Abu Dhabi view and experience using Individualised Education Plans (IEPs) for students with Special Educational Needs and Disabilities (SEND). As inclusive education is growing in the UAE, IEPs play a crucial role in helping SEND students succeed academically and socially. However, challenges in IEP implementation frequently arise because teachers lack sufficient training, resources are scarce, time is limited, and support from the school is inconsistent. Six primary school instructors from various subject areas and class levels were interviewed, and this study explores the realities of developing and using IEPs in a private school. Several significant trends emerged, including insufficient opportunities for staff development, varying levels of administrative support, and a need for enhanced collaboration among relevant parties. The findings highlight the importance of teachers’ attitudes, school structure, and ongoing development for student success under IEPs. Additionally, the study addresses issues with current policies and practices and provides practical tips to support inclusive education in other contexts. The information presented here aims to assist educators, policymakers, and school leaders in adopting effective strategies to support IEP implementation in private schools throughout the region, ultimately benefiting students with SEND.