Essential Skills for Primary Students with Disabilities: A Comparison of Parent and Teacher Perspectives in Dubai Using the Assessment of Basic Language and Learning Skills (ABLLS-R)

Abstract

This study explores the perspectives of parents and teachers regarding the essential skills for primary students with disabilities in Dubai, utilising the Assessment of Basic Language and Learning Skills (ABLLS-R) framework. The research aims to identify similarities and differences in these perspectives to improve educational practices and policies, thereby fostering a more inclusive educational environment. A total of 106 participants were involved, comprising 53 parents and 53 teachers, which reflects a well-balanced representation of views. Findings indicate significant trends and patterns related to the perceived essential skills for students with disabilities, as well as variances influenced by demographic factors. The results highlight the importance of inclusive education policies, such as Dubai’s "School for All" initiative and the Dubai Inclusive Policy framework, that support the educational rights of students with special needs. Through a comprehensive data analysis, this study contributes to existing literature by contextualising its findings within broader educational practices while addressing unexpected results and anomalies. The conclusions drawn from this research not only amplify the dialogue around essential skills for students with disabilities but also set a foundation for future discussions on implications for practice and research in Dubai's educational context.