| Abstract: | 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. |
