Educating Learners with SEND in One Private Mainstream School in Dubai: Effectiveness and Challenges of Policy Implementation

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dc.contributor.authorBadawieh, Muntaha
dc.contributor.authorAbukari, Abdulai
dc.contributor.authorGaad, Eman
dc.date.accessioned2023-07-10T12:26:56Z
dc.date.available2023-07-10T12:26:56Z
dc.date.issued2023
dc.descriptionThis open access book presents contributions on a wide range of scientific areas originating from the BUiD Doctoral Research Conference (BDRC 2022)en_US
dc.description.abstractThis study investigates the SEND policy implementation in one private school in Dubai. It highlights whether the school’s teachers and support staff adopted and effectively implemented the SEND inclusion policy. The investigation process focuses on three areas which are curriculum modifications, Assessment differentiation, and teacher’s professional development. A qualitative research study of semi-structured interviews has been conducted to investigate the effectiveness and challenges of SEND policy implementation; for this purpose, interviews were conducted with the school’s teachers for data analysis; the researcher has decided to use the qualitative approach because it shows a subjective evaluation of beliefs, behaviour, and attitudes, the total number of participants were two subject teachers and one school principal. This study investigated all the significant aspects, and the overall result was conducted to provide the proper recommendations. The qualitative study findings indicate that the school policy implementation is very effective, and teachers’ awareness of the inclusion policy is appropriate. Nevertheless, they face difficulties in accommodating students’ needs in the classroom due to the massive number of students in each classroom. Also, it showed that the inclusion support team acts as a backbone in supporting the teachers through the weekly meetings, which help them modify the curriculum and accommodate the assessment for their students. In terms of challenges, the school has few numbers of inclusion support teachers; therefore, it leads to some challenges teachers face when implementing the policy.en_US
dc.identifier.citationBadawieh, M., Abukari, A., Gaad, E. (2023). Educating Learners with SEND in One Private Mainstream School in Dubai: Effectiveness and Challenges of Policy Implementation. In: Al Marri, K., Mir, F., David, S., Aljuboori, A. (eds) BUiD Doctoral Research Conference 2022. Lecture Notes in Civil Engineering, vol 320. Springer, Cham. https://doi.org/10.1007/978-3-031-27462-6_6en_US
dc.identifier.isbnPrint: 9783031274619 Online: 9783031274626
dc.identifier.urihttps://bspace.buid.ac.ae/handle/1234/2311
dc.language.isoenen_US
dc.publisherSpringer Linken_US
dc.relation.ispartofseriesLecture Notes in Civil Engineering;volume 320
dc.relation.urihttps://link.springer.com/chapter/10.1007/978-3-031-27462-6_6
dc.subjectSENDen_US
dc.subjectinclusion policyen_US
dc.subjectinclusive educationen_US
dc.subjectinclusive classroomen_US
dc.titleEducating Learners with SEND in One Private Mainstream School in Dubai: Effectiveness and Challenges of Policy Implementationen_US
dc.typeBook chapteren_US
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