Inclusive Education Practices for Children with Disabilities in the United Arab Emirates

Special education Teachers' attitudes to teaching students with disabilities in the regular school system in the United Arab Emirates

“…The modest to moderate positive link between gender and beliefs was that women were more optimistic about ADHD adolescents in regular schools and females were more optimistic about inclusion more generally. Alzyoudi et al (2022) evaluated 310 UAE regular and special education teachers' attitudes; while all supported inclusion, the females were more positive than the males. Saloviita (2020) also found females more optimistic, except for special education instructors, when the analysis was extended to teacher categories.…”

“…The effectiveness of inclusion is influenced by teachers' attitudes (Engelbrecht et al., 2013; Hernandez et al., 2016), which, in turn, influence whether inclusion is positively experienced (Buell et al., 1999). More positive teacher attitudes towards inclusiveness tend to raise productivity, influence special education students' behaviour, performance and academic achievement (Benkohila et al., 2020), and affect practice and policy decisions (Alzyoudi et al., 2022). Their support is therefore critical to the success of inclusion (Alzyoudi et al., 2022; Fakolade & Adeniyi, 2009; Mouchritsa et al., 2022; Politou, 2022).…”

“…More positive teacher attitudes towards inclusiveness tend to raise productivity, influence special education students' behaviour, performance and academic achievement (Benkohila et al., 2020), and affect practice and policy decisions (Alzyoudi et al., 2022). Their support is therefore critical to the success of inclusion (Alzyoudi et al., 2022; Fakolade & Adeniyi, 2009; Mouchritsa et al., 2022; Politou, 2022). Teachers must thus identify their attitudes towards students with disabilities so as not to disrupt the latter's work and the success of inclusion (Alabdallat et al., 2021; Mezquita‐Hoyos et al., 2018; Parker, 2009).…”

“…Alzyoudi et al. (2022) evaluated 310 UAE regular and special education teachers' attitudes; while all supported inclusion, the females were more positive than the males. Saloviita (2020) also found females more optimistic, except for special education instructors, when the analysis was extended to teacher categories.…”

“…In a UAE‐wide study, Alzyoudi et al. (2022) found that, while SETs were more positive, all teachers with special education knowledge, abilities and training were positive about inclusion. Their attitudes were not related to experience, academic qualifications and educational role, but to knowledge, skills and special education training, especially classroom management and responding to learner differences.…”