A Qualitative Study on Dubai’s Inclusive Education Policy from School Leaders’ Perspectives

Ayman Massouti, Mohammad Al-Rashaida () and Mohamed Alhosani
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Ayman Massouti: Department of Education, College of Arts & Sciences, Dubai Campus, Abu Dhabi University, Dubai P.O. Box 410896, United Arab Emirates
Mohammad Al-Rashaida: Department of Special and Gifted Education, College of Education, United Arab Emirates University, Al Ain P.O. Box 15551, United Arab Emirates
Mohamed Alhosani: Department of Foundations of Education, College of Education, United Arab Emirates University, Al Ain P.O. Box 15551, United Arab Emirates

Sustainability, 2024, vol. 16, issue 3, 1-20

Abstract: Inclusive education recognizes the diverse needs of students and ensures that each student has equal opportunities to learn and succeed. The Dubai government has implemented an inclusive education policy aimed at promoting equity and inclusivity in schools. This study aimed to investigate school leaders’ understanding, implementation, and perspectives of the Dubai Inclusive Education Policy Framework (DIEPF). To gather data, a qualitative study was conducted using semi-structured interviews with ten school leaders from private schools located in Dubai, United Arab Emirates (UAE). The findings show that school leaders have a strong understanding of the policy and deem it significant. This study also found evidence of effective strategies implemented by school leaders to promote inclusive education. However, challenges in the UAE resonate with those worldwide, such as inadequate funding, high student–teacher ratios, a shortage of specialized staff, and limited training opportunities for teachers. These findings emphasize the significance of ongoing professional development and training of educators involved in inclusive education. Implications for practice and suggestions for future research are provided.

Keywords: inclusive education; policy practice; school leaders; Dubai (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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