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1.
In this article, Dr Emad M. Alghazo and Dr Eman El. Naggar Gaad, both assistant professors at the Department of Special Education in the United Arab Emirates University, report on their research into the attitudes of mainstream teachers towards the inclusion of students with disabilities. The research took place in the Emirate of Abu-Dhabi, the capital of the United Arab Emirates, and set out to explore the extent to which general education teachers there accept the inclusion of students with disabilities in mainstream classrooms. The research process incorporated a questionnaire survey, analysed quantitatively, and a series of interviews with teachers to follow up on a range of issues. The analysis of the results takes account of a number of variables, including the gender of the respondents; number of years' experience as a teacher; and type of learner disability. Emad Alghazo and Eman Naggar Gaad report that there is more work to be done on the development of an 'inclusion culture' among teachers in the United Arab Emirates. They close their article by making a series of recommendations for future practice focusing on initial teacher education, continuing professional development and attitudinal change.  相似文献   

2.
Although there is a fairly extensive literature on social and educational inclusion of individuals with Down Syndrome (DS) in many countries, very little is produced on the life and education of such individuals in the United Arab Emirates. There is an apparent lack of societal interest in the quality of lives of people with DS. The condition of DS is nearly a taboo subject in this part of the world. With only a handful of pupils with DS included in regular schools, and with many myths and misconceptions surrounding the syndrome and individuals, particularly children with the syndrome, the first ever national support group for individuals with DS, their families and their carers was formed in late 2004 in the United Arab Emirates. This paper examines and evaluates the social and educational impact of the support group. The study particularly focuses on the role of such group in promoting social inclusion and inclusion of pupils with DS in regular schools in the UAE. Members (mainly parents of individuals with DS) of the newly-established group participated in two interviews six months apart and the researcher observed group meetings, recorded activities and events over the same period. Views of individuals with DS on the effects and the activities of the group were also gathered through semi-structured interviews.
Participants reported significant benefits from participating in the group, particularly in the areas of promoting social acceptance for individuals with DS. The study found that the group also helped in eliminating and correcting some of the myths surrounding the syndrome and played a role in promoting social and educational inclusion of such individuals. The study ends with a discussion of the findings and recommendations for future practice.  相似文献   

3.
The current study addresses student perceptions of math and science professors in the Middle East. Gender disparity in science, technology, engineering, and math (STEM) education continues to exist in higher education, with male professors holding a normative position. This disparity can also be seen in the United Arab Emirates. As female participation in STEM education lags behind men, it is possible that gender stereotypes may influence students’ first impressions of male and female instructors. The United Arab Emirates provides a unique context to study this phenomenon as it is a traditional patriarchal society that is highly dependent on the engineering discipline, especially within the oil and gas sectors. A total of 176 undergraduate students from 2 universities in the United Arab Emirates completed a survey about teaching effectiveness based on their perceptions of photographs of hypothetical male and female instructors. A factor analysis of survey items revealed 2 main subcategories of teacher effectiveness: namely teacher warmth and professionalism. A 2-way between-groups analysis of variance was conducted to explore the impact of teacher gender and student gender on perceptions of overall teaching effectiveness, as well as their perceptions of teacher warmth and professionalism. Findings revealed that there was a significant cross-gender effect on student perceptions of math and science instructors in the United Arab Emirates.  相似文献   

4.
Learning Environments Research - As part of major education reform efforts underway in the United Arab Emirates (UAE), teachers have been introducing cooperative teaching methods in their science...  相似文献   

5.
Samir Dukmak is an assistant professor in the Department of Special Education in the Faculty of Education at the United Arab Emirates University. The research reported in this article investigated the frequency, types of and reasons for student-initiated interactions in both regular and special education classrooms in the United Arab Emirates (UAE). These interactions were studied in relation to various variables, including levels of students' academic achievement, their gender, special educational needs and disability. Teacher-initiated interactions were also examined in the study. Eighteen boys and girls from two regular and two special education classrooms were observed. Various types of interaction were identified among students and the results reveal that boys in all groups initiated more interactions than girls, and that high-achieving boys and girls initiated more interactions than their low-achieving counterparts. The findings also reveal that teachers interacted differently with boys versus girls. The reasons prompting students to initiate classroom interaction are highlighted in this research.  相似文献   

6.
The Ministry of Education (MOE) in the United Arab Emirates (UAE) launched the ‘School for All’ inclusive education initiative in 2010. This article investigates the implementation of this initiative in three primary schools from stakeholders’ perspectives. Using a multiple case study approach, data were collected over a full school year from interviews, observations and documents. Findings revealed uneven progress in five areas: staff training and development, school structures, support services, assistive technology and community awareness. The study identified improved access to mainstream classrooms and growing awareness among stakeholders as emerging good practice. However, serious challenges remain regarding teacher training, exclusionary practices, the lack of specialised support services and misguided policies. This study contributes to the evidence‐based research on inclusion in the UAE with some emphasis on Islamic principles, cultural beliefs and the requirements of the United Nations Convention on the Rights of Persons with Disability in promoting every child's right to an education.  相似文献   

7.
It is increasingly common for pupils with Down's syndrome to be offered places in mainstream primary schools. However, there is still much to learn about the impact of these placements upon children and classrooms. Recently the Nuffield Foundation funded a two-year research project exploring the inclusion of primary-aged pupils with Down's syndrome. The research focused on the inclusion of 18 pupils with Down's syndrome who attended mainstream primary schools in six local education authorities (LEAs) in the north-west of England. The research team investigated the ways in which schools manage the inclusion of pupils with Down's syndrome and the factors that contribute to the success of mainstream placements. In this article, Sam Fox, Peter Farrell and Pauline Davis from the University of Manchester discuss some of the findings from the study. These concern the support in place for the child and the attitudes of staff, other pupils and the parents of peers towards the inclusion of the child with Down's syndrome. Evidence from the 18 case studies suggests that there is no single way to guarantee effective inclusion. The extent to which a child is effectively included in a mainstream class is likely to be influenced by a number of key factors, including the way in which the teaching assistant (TA) works with the class teacher. Inclusion is more likely to be successful when the class teacher takes a central role in the management of support and the organisation of a child's daily educational experiences.  相似文献   

8.
As is true of so many women professionals, Joyce Tsunoda recognizes that, although shefulfills multiple roles,she is "only one me." Inthis accountingof a typical 1-month period in her hectic career, Dr. Tsunoda re ects on the philosophy that allows her to keep her many "selves" together and focused. In both her personal and her professional lives, Joyce Tsunoda dwells in the international realm. Her children and grandchildren are divided between Hawaii and Japan. Her professional responsibilities include heading a statewide system of seven community colleges spread over six islands, yet also handling international responsibilities for the 10-campus statewide University of Hawaii System of which the Community Colleges are a part. This article recounts a one-month period during which Joyce traveled from Hawaii to Japan, back through Hawaii to the East Coast of the mainland United States, and home once again to Hawaii. Her Japanese heritage, combined with her American upbringing, proves to be a two-edged sword as she experiences both her "grandmother" role and her professional role in Japan. Through all the travel and the many personal and professional demands on her time, she steers her true course by remembering life's many Ls: leading, listening, liking, learning, letting go, and language of the lullaby.  相似文献   

9.
The United Arab Emirates (UAE) is making it a requirement of all schools within the Emirates (both public and private) to follow a programme of moral education (MEP), at all ages from grades 1 to 13, which is designed centrally. Explicitly secular and humanist in its approach, this is a remarkable development in a country where Islam is the official religion and where traditional practices and values are deeply rooted. However, it provides an example of an education initiative designed to contribute to a national strategic ambition—that of developing the UAE as a progressive, enlightened country, and one where its residents share a common culture despite the diversity of their origins. This paper describes the programme and sets it in the context of ‘virtue education’, following a philosophical and ethical tradition to which both Arab and Western philosophers have contributed.  相似文献   

10.
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11.
Higher Education - Higher education in the United Arab Emirates (UAE) is a relatively modern phenomenon, but it is a sector which has experienced immense growth since the first national university...  相似文献   

12.
When the National Literacy Strategy was implemented in September 1998, Kate Wall was teaching at a junior school in the southwest of England. She became keenly aware of the effects it had on herself as a practitioner, her colleagues and the children identified with special educational needs (SEN) in her class. Now, as an educational researcher, she has had the opportunity to look at the policy changes in literacy education from a new perspective. In this article, looking at current research and commentaries on the National Literacy Strategy and using her own experiences and background, Kate asks how it affects teachers’ professionalism, their practice and perceptions on the inclusion of pupils with SEN.  相似文献   

13.
Children with autism often show a lack of the interactive social skills that would allow them to engage with others successfully. They therefore frequently need training to aid them in successful social interaction. Video modelling is a widely used instructional technique that has been applied to teach children with developmental disabilities such as autism, and has been shown to be effective in teaching a variety of skills. The aim of this study is to evaluate the impact of video modelling on social skills development in children with autism living in the United Arab Emirates. The research was carried out by Mohammed Alzyoudi, AbedAlziz Sartawi and Osha Almuhiri, all from the United Arab Emirates University. A sample of five boys with autism was chosen to participate in this study. The boys ranged in age between five and seven years. Each child was asked to watch a videotape which presented two individuals interacting in a role‐play setting. One person portrayed a therapist giving cues, while the second portrayed a child acting appropriately and demonstrating correct social behaviours. The boys were then asked to complete a social task and their performance was compared against baseline assessment measures. The results of this study indicate that this is an effective instruction method. Results are discussed and implications for further research and practice are provided.  相似文献   

14.
This article explores the possible contributions that children can make in educational settings that aim to move towards greater inclusion. In constructing her debate, Kyriaki Messiou, lecturer in education in the Centre for Educational Studies at the University of Hull, draws on understandings gained through an ethnographic study carried out in a primary school in Cyprus. She used qualitative methods to collect her data, carrying out participant observations and semi-structured interviews with all the children in the school. Her study adopted a broad view of inclusion that is concerned with addressing any form of marginalisation that might be experienced by students. In the first phases of the study, children who were possibly experiencing marginalisation were identified and the practices used in the school were explored. Then, during the final phase, which is the main focus of this article, efforts were made to help children think in more inclusive ways. Kyriaki Messiou describes the activities she used in this intervention phase, all designed to promote pupil participation, and argues that these offer promising strategies for teachers who wish to develop more inclusive ways of working.  相似文献   

15.
This article examines the uptake of reflective practice, as one of a number of educational discourses, by student teachers in a new Bachelor of Education degree in the United Arab Emirates (UAE). In a recent article, Pat Richardson [2004. International Journal of Educational Development 24(4), 429–436], argued that reflective practice is incongruent with the values of ‘Arab-Islamic’ culture and is therefore not an appropriate approach to promote in teacher education in the UAE. Here we argue that such a view relies on a limited reading of the concept of culture and reduces individuals to cultural ‘dupes’. We also present evidence from student teachers that, far from endorsing the inappropriateness of reflective practice in the UAE context, shows Emirati women wholeheartedly embracing—and doing—reflective practice.  相似文献   

16.
Information collected in Sheffield during the last 10 years indicates that the growing number of children with Down's syndrome who begin their school life in the mainstream drift towards special schools as they grow older. At every change of school some children move from ordinary schools into schools for children with varying degrees of learning difficulty. While all six pupils receiving education at pre-school stage were integrated only one child in the 13–16 years age range was still in the mainstream. Why should this be? Dr Phil Budgell, educational psychologist with Sheffield School Psychological Service, suggests some possible answers.  相似文献   

17.
Counseling services in the United Arab Emirates (UAE) have focused on counseling in the elementary and secondary schools. To date, the idea of the private practitioner of mental health counseling has been virtually nonexistent. However, education officials at the University of the United Arab Emirates (UAE) have been exploring the option of following the international trends of preparing students for mental health counseling services, with special emphasis in marriage and family. A counselor education degree would allow individuals to operate private practices to address various concerns that impact individuals within the society at large. No instruments that measure perceptions of counseling from an international perspective were found for the purposes of this study. Therefore, it was necessary for the authors to devise and test a new tool. Surveys were completed by a sample of 141 undergraduate students regarding their perceptions of the importance of counseling in UAE society and the role of the counselor in society and other general questions regarding perceptions of counseling. With this initial effort, psychometric properties of the ‘Perceptions about Counseling Survey’ appeared promising. Results revealed that students had a favorable view toward the role of the counselor in UAE society. Results further revealed that students perceived the counseling profession as favorable. Given that the participants were predominately female, the results were analyzed from the social and cultural perspective of women in Arab society and the social psychological theory of ‘attitude’ is considered as a contextual backdrop.  相似文献   

18.
This study uses the ‘Index for Inclusion’, developed by Booth and Ainscow, as a framework for investigating inclusive provision in the United Arab Emirates (UAE), introduced through the ‘School for All’ initiative. The study, by Nadera Emran Alborno of the American University in Dubai and Eman Gaad of the British University in Dubai, adopts a qualitative research approach, using a multiple case study methodology, to provide a rich and contextualised picture of implementation from the perspective of the various stakeholders. Following the ‘Index for Inclusion’, the findings are presented in terms of the three key school dimensions of cultures, policies, and practices. Themes emerging from the data include barriers to participation and learning such as the lack of effective training, adequate support services, and inclusive classroom structures. Also included are positive system characteristics such as the welcoming school climate, support among stakeholders, and emerging parent and community involvement. The study provides insights into the possible challenges to the implementation of the ‘Index for Inclusion’ in schools in the UAE.  相似文献   

19.
Reading and Down's Syndrome   总被引：1，自引：0，他引：1  
The reading skills of a sample of Down's syndrome children from a longitudinal study at the Hester Adrian Research Centre, Manchester University, are examined by Dr Lorenz, now an educational psychologist with Salford LEA, Tricia Sloper, a research fellow, and Dr Cunningham, senior lecturer, both at the Hester Adrian Centre.  相似文献   

20.
In order to obtain maximum benefits from the educational system, it is imperative that the system should work as a unified coherent unit. Gaad, Arif and Scott (2006) conducted the systems analysis of the United Arab Emirates' (UAE) general education system. They analysed three components of the system in order to assess the development, delivery and evaluation. This paper utilises the same framework to analyse the special needs education (SEN) system in the UAE. Data for the research were collected through observations and semi-structured interviews. Analysis of the data identifies some possibilities for improvement. In the area of development, more teaching and supplemental material specific to special needs education needs to be developed. Currently, teachers are working with what is known as the 'para curriculum'. It is based on the regular textbook; with chapters that are difficult being simplified or removed. In the area of delivery, more training would be beneficial to teachers. The monitoring and evaluation component's analysis points out that the evaluation instrument used currently needs to be modified for special needs education monitoring and additional resources in the area of special needs education would required.  相似文献   

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