عنوان

Private Education Teachers in Abu Dhabi, UAE and Their Acceptance of the Inclusion of Students with Disabilities

Number

TLpq2433260798

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Private Education Teachers in Abu Dhabi, UAE and Their Acceptance of the Inclusion of Students with Disabilities

General Material Designation

[Thesis]

First Statement of Responsibility

Moore, Karla Marie

Subsequent Statement of Responsibility

Vittek, Jeremy

Name of Publisher, Distributor, etc.

Northcentral University

Date of Publication, Distribution, etc.

2020

Specific Material Designation and Extent of Item

146

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

Northcentral University

Text preceding or following the note

2020

Text of Note

General education teachers play an integral part in the successful implementation of inclusion. This study analyzed the attitudes of general education teachers in private schools in Abu Dhabi, UAE. Understanding the attitudes of general education teachers is important as they are the main implementers of inclusion within schools. This study sought to add additional information concerning general education teachers' attitudes toward inclusion being implemented in private schools within Abu Dhabi. The Theory of Planned Behavior was the base that informed the lens and perspective of the study. Attitude is a function of beliefs regarding the consequences of a behavior and an evaluation of the risks and benefits associated with these consequences. The findings of this quantitative, correlational study demonstrated that general education teachers in private schools in Abu Dhabi are neutral toward inclusion. The findings showed that different demographic factors show a significant relationship with acceptance levels of inclusion. Findings showed that female teachers, teachers from Canada and the United States, teachers with one to five years' experience, and KG Cycle teachers were significantly more accepting of inclusion. There were significant differences in acceptance levels based on the curriculum of the school where teachers work. Learners with emotional disturbance are significantly less accepted, and those with specific learning disabilities are more generally accepted in regular classrooms. A pro-inclusion culture needs to be created throughout private schools in the UAE. Policymakers, school owners/boards, school leaders, teachers, parents, and students need to be involved in strategic changes and work to create a pro-inclusion culture. Further research on this topic is recommended to determine how to help general education teachers have more positive attitudes towards students with disabilities being included in regular classrooms.

Education policy

Middle Eastern studies

Special education

Moore, Karla Marie

Vittek, Jeremy

Electronic name

p

[Thesis]

276903

a

Y