The pros and cons of special education inclusion from the perceptions of teachers in the United Arab Emirates

dc.creator	Anati, Nisreen
dc.date	2013-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:45Z
dc.date.available	2015-07-20T22:16:45Z
dc.identifier	2243-7703
dc.identifier	2243-7711
dc.identifier	https://doaj.org/article/c588e21db1154845ae764b0deae321a0
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18623
dc.description	The United Arab Emirates has always been keen to integrate students with special needs in mainstream classrooms. This study provides a basic background about the present types of programs and services offered within the UAE schools with respect to individuals with special needs. It also explores teachers’ attitudes towards the inclusion of children with special educational needs in the UAE mainstream schools. Data obtained from a bilingual English-Arabic questionnaire which targeted about 30% of the teachers involved in teaching students with disabilities in UAE private and public inclusive schools indicated that the participant teachers were generally unsatisfied about inclusive education in their schools. Teachers’ concern was due to a lack of financial support for resources and services; a lack of qualified special education professionals; a lack of proper training for teachers in mainstream classrooms, and a lack of knowledge about inclusion among senior-level administrators. Further, these teachers expressed common concerns such as teachers’ time taken away from the rest of the students, class size, and safety of children with special needs. Such teachers’ concerns might be justified as inclusion is relatively a new educational philosophy practiced in the country.
dc.language	English
dc.publisher	Consortia Academia Publishing
dc.relation	http://www.consortiacademia.org/index.php/ijrse/article/view/94
dc.relation	https://doaj.org/toc/2243-7703
dc.relation	https://doaj.org/toc/2243-7711
dc.rights	CC BY-NC-ND
dc.source	International Journal of Research Studies in Education, Vol 2, Iss 1, Pp 55-66 (2013)
dc.subject	special education
dc.subject	inclusion
dc.subject	UAE special education
dc.subject	students with disabilities
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The pros and cons of special education inclusion from the perceptions of teachers in the United Arab Emirates
dc.type	article