The Role of School Principals in Promoting Inclusive Schools: A Teachers’ Perspective

Abstract

After the enactment and implementation of a series of inclusive education policies in the United Arab Emirates (UAE) and worldwide, a number of challenges have hindered the effective implementation of these policies. The current study investigated the conditions of inclusive schools in the context of the UAE and focused on examining the role of school principals in promoting inclusive schools in the city of Al Ain, UAE. A qualitative research design was employed using a phenomenological approach. A semi-structured interview protocol was used to gather data from the participants. A total of 10 special education and general education teachers, five from public schools and five from private schools, participated in the study. The qualitative data was then refined and analyzed using thematic analysis. The findings demonstrated the key role of principals in creating and promoting inclusive schools when considering the factors that affect the inclusion of students of determination (SODs), referring to students with special needs, and when implementing effective inclusive practices in schools. Principals’ awareness of inclusive education emerged as a significant factor in creating and promoting inclusive schools. These findings shed light on conditions that could promote inclusive schools in the UAE context and increase policymakers’ and practitioners’ in acknowledging the key role played by principals in the effective implementation of inclusive schools. The study recommended a systematic provision of professional development, targeting the enhancement and improvement of principals’ awareness of inclusive education and schools.

Teachers’ Perceptions of the Application of Dyslexia-Friendly Schools in Saudi Arabia

“…The gradual application in a practical, stimulating, and persuasive way of dyslexia-friendly classes is also important. These results are compatible Khaleel et al (2021), who discuss teachers' opinions on inclusion in the United Arab Emirates and showed the importance of awareness and positive trends in inclusion, especially from school principals. Konza (2008) discusses how to respond to challenges in the framework of inclusion and indicated that rewarding the best teachers motivates other teachers to aim for distinguished performance and higher production.…”

Enhancing Schools’ Development Activities on Inclusive Education Through In-service Training Course for School Teams: A Case Study

“…The role of the school leader in shaping an inclusive organization has also been emphasized in several studies ( Harris and Jones, 2017 ; Murphy, 2018 ; Lambrecht et al, 2020 ). Khaleel et al (2021) have also found that the role of the school leader is largely divided into two groups: creating an appropriate environment for internal school-based activities, and creating a social, academic, and emotional atmosphere; and out-of-school activities such as communication with parents and regional policy makers. Thus, the participation of school principals in in-service training, which deals with the planning of cultural and structural changes throughout the organization, is very important for their realization.…”

Elementary Teachers’ and Principals’ Concerns in the Implementation of Inclusion in a South Texas School District

“…The process is supported through providing successful implementation plans of inclusionary practices and allowing the staff to contribute during the planning phase of inclusionary practice implementation (Rodriguez & Tompkins, 1994). As school leaders, campus administrators play a vital role in the success of inclusionary programs and must therefore take the lead in ensuring teachers are provided with the necessary skills (Khaleel et al, 2021;Geleta, 2019;Cohne, 2015).…”