Inclusive education within the United Arab Emirates has started to gain momentum and the roles of teachers have become more challenging. This study investigated teacher views surrounding the inclusion of SEN students into mainstream schools. A qualitative exploratory research design was employed and the social constructivist theory was used as a framework for the research. Purposive sampling was employed, and a total of seven teachers and four parents participated in the study. Thematic analysis was used and findings suggested that UAE teachers experienced various challenges due to the inclusion of SEN students into their schools. Some of the challenges included: lack of professional development, lack of managerial support, parental demands, cultural barriers and the lack of collaborative opportunities. The study recommended varied professional development workshops aimed at developing an understanding of SEN and inclusion within the UAE context. / Psychology / M.A. (Psychology)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/20008 |
| Date | 06 1900 |
| Creators | Bock, Simone Maylin |
| Contributors | Santos, Monika Maria Lucia Freitas dos |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (ix, 132 leaves) : color illustrations |
Page generated in 0.0018 seconds