Issues Related to Teachers’ Knowledge and Early Intervention Services Offered to Early Learners with Sensory Processing Disorder in the UAE
The British University in Dubai (BUiD)
The purpose of this study was to investigate issues related to teachers’ knowledge and early intervention services offered to early learners with Sensory Processing Disorder in the UAE. The subjects in this study were fifty‐five class teachers of Kindergarten One, Kindergarten Two, Grade One, and Grade Two from nine schools offering different curriculums, seven occupational therapists from different special need and learning centres in Dubai/Sharjah, and two pupils. The research tools used in this study were a questionnaire given to the fifty class teachers, semi‐structured interviews with occupational therapists, and two case studies for pupils with sensory issues. The questionnaire was aimed at learning about what early years teachers know about Sensory Processing Disorder. Data from the questionnaire was analysed with Minitab version 16. The semi‐structured interviews were to gain knowledge about where SPD stands in the UAE. The case studies were to learn if the teacher’s knowledge about SPD affects the pupils’ learning experience in class. The major findings in this study revealed that the majority of teachers lacked knowledge about Sensory Processing Disorder and spreading awareness to educate teachers about SPD was needed. SPD is still a hidden disorder in the UAE that affects many pupils. Early intervention services and teacher’s knowledge about SPD made a positive impact on the pupil’s learning experience, behaviour, and social interaction with peers in class.
DISSERTATION WITH DISTINCTION
teachers’ knowledge, early intervention, early learners, sensory processing disorder, United Arab Emirates (UAE)