Is an IEP a useful tool to deliver inclusive education? A survey of General and Special Educators’ perception of the IEP usefulness within an inclusive private primary school in Dubai

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The British University in Dubai (BUiD)
This dissertation examines the circumstances under which inclusion has been developed together with its main supporting document, the Individualized Education Plan (IEP). The IEP as a document has been examined from the teachers’ perspective and its usefulness for instructional planning and in delivering inclusive education. This small-scale research has been conducted within a private primary school following British curriculum in Dubai. To obtain data, triangulation of research methods has been chosen - quantitate and qualitative. The findings were based on survey results, lesson observations and interviews with teachers and Learning Support Assistants. The study found that the IEP as a document is considered as supportive for both SEN students and teachers. School educators refer to this document on regular bases to support their planning, lessen delivering and assessment and the IEP as a process has been identified as a dynamic and ongoing with all parties involved. Although the research found obstacles with IEP implementation: a lack of training, restricted time for cooperation and curriculum pressure. It has been noticed that inclusive teaching is a standard. Educators use a range of resources, technics and strategies to enable all SEN learners to take part in the learning process and involved them in school life on many levels.
inclusive education, special educator, United Arab Emirates (UAE), Individualized Education Plan (IEP), SEN learners