A Comparative Study amongst 3 Cycle 1 Schools in Abu Dhabi with regards to "Roles of both General Education Teachers and Special Education Teachers in Implementing Successful Inclusive Practices"

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The British University in Dubai (BUiD)
It is generally accepted that inclusive education will be the norm in mainstream schools over the next few years as a result of increasingly straightforward federal laws. To attain an appropriate annual development that suits all students regardless of their different abilities, inclusion must be planned and implemented adequately. Research has proven that a major component of successful and convenient inclusion is the degree of understanding of roles and responsibilities held by different stakeholders, in particular, the clear delineation of responsibilities of general education classroom teachers as well as special education teachers’ ones. The purpose of this case study is to scrutinize the responsibilities of three Cycle 1 schools’ regular classroom teachers and special education teachers and also the extent of collaboration between both parties regarding inclusive education in the emirate of Abu Dhabi, United Arab Emirates (UAE). The study explores the teachers’ attitudes, knowledge and skills that affect the progression of inclusive education in UAE. The research was conducted to use a triangulation of data collection methods such as; Surveying teachers, interviews, observations and document analysis. The findings of the research refer to the fact that both general education teachers and special education teachers have not yet fully understood the roles allocated to them and still they are in a great need to work closely and dedicatedly cooperate with one another. In conclusion this research will offer some possible implementation strategies and procedures that are predicted to be meaningful in making inclusive education successful in mainstream schools.
general education teachers, special education teachers, inclusive practices, United Arab Emirates (UAE)