Probable or Inevitable? The Readiness of Teachers to Implement Inclusive Education Effectively: A case study in a Private School in Sharjah

dc.Location2022 LC 3965 K43
dc.SupervisorProfessor Eman Gaad
dc.contributor.advisor
dc.contributor.authorADNAN, HADEEL
dc.date.accessioned2022-08-23T11:16:12Z
dc.date.available2022-08-23T11:16:12Z
dc.date.issued2022-07
dc.description.abstractThis main objective of this research is to investigate the readiness of teachers to implement inclusive education effectively. A sample of 58 teachers of different subjects was investigated in a private school in Sharjah depending on the descriptive analytical approach. The teachers were asked to answer a questionnaire to investigate their psychological, social, cognitive and academic readiness to implement inclusive education effectively. Findings indicated that the readiness of teachers to apply inclusive education effectively was high in the four factors of the questionnaire (Psychological - Social - Cognitive - Academic). Moreover, the study showed that the teachers face many problems and challenges when teaching students with special educational needs and disabilities (SEND) in their classes, and therefore the study recommended the necessity of identifying those challenges that face the teachers, then confronting them and proposing solutions to overcome those challenges and problems.en_US
dc.identifier.other20002475
dc.identifier.urihttps://bspace.buid.ac.ae/handle/1234/2063
dc.language.isoenen_US
dc.publisherThe British University in Dubai (BUID)en_US
dc.subjectinclusive educationen_US
dc.subjectspecial educationen_US
dc.subjectUnited Arab Emirates (UAE)en_US
dc.subjectSpecial Educational Needs and Disabilities (SEND)en_US
dc.subjectInclusive Education (IE)en_US
dc.titleProbable or Inevitable? The Readiness of Teachers to Implement Inclusive Education Effectively: A case study in a Private School in Sharjahen_US
dc.typeDissertationen_US
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