Eman Gaad

1www.britishcouncil.ae

The Emirati quest for inclusive education: Good practice and what more can be done

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Outline

• What is on offer for students with disabilities in the UAE

• Challenges facing students with disabilities at all educational levels

• Lessons learned and what could be done to support both students and teachers for effective inclusive educational system

What is on offer for students with Special Needs in

the Gulf

Academic inclusion

Social inclusion

Type of disability vc type of provisions

Barriers to inclusion of students with special needs in the region

November 2010

Dr. Eman Gaad

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Challenges facing students with special needs at all

level Types of challenges Types of challenges

Why?Why?

How?How?what?what?

Why?

Why do we care about

special needs

education in UAE?

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The # are growing?

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When the energy meets the particles or molecules in the

medium, they cause the molecules to move, or vibrate.

The wave moves through the medium but the particles stay in place. The particles bounce around or move up and then down and return to the same place they were before they started vibrating.

When you see the “wave” at the football

game; the wave moves around the

stadium; but the people stay in their seats!

Only energy moves…not the particles or matter!

What?

What is on offer for learners with SEN at all levels?

Primary

Secondary

Post Secondary

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Education Levels in Abu Dhabi, 2010

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Abu Dhabi population education levels estimates for 10 years old and over, Mid 2010 (source: statistical Yearbook of Abu Dhabi 2011, p.199)(Al Bakeri EdD unpublished Dissertation 2014)

Primary….current status of SEN Government Sector

Government centres Special class in a regular schoolIn a regular classroom (VI, and PI, and the unseen special needs)Hospital schooling/day care (ASD, and PMLD units) Schools for All project (40 + schools across the country but not in Private SectorSpecial unit in a regular schools (Dyslexia or ADHD)Special day care centres (Autism Centre)Boarding centres (Al Ain Private Rehab Centre) In a regular classroom (very few with permission+ shadow teacher )Paid + Shadow teacher or TA (paid by parents)+ helper in some cases

Secondary

Very few with ID

All learners with HI can

access secondary Education

Other disabilities …..

selective schooling

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Post Secondary

Non with IL

All Secondary Graduates

have access but are they supported?

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Challenges related to inclusion at all levels Managing Complex Change

Incentives

ActionSkills

CHANGE+ + + + =

Incentives

Action CONFUSION+ + + =

Visio Action ANXIETY+ + + =

Action RESISTANCE+ + + =

FRUSTRATION++ + =

TREADMILL+ + + =Vision

Vision

Vision

Vision

Vision

Skills

Resources

Skills

Skills

Skills

Skills

Incentives

Incentives

Incentives

Incentives

Incentives

Resources

Resources

Resources

Resources

Action Plan

Action Plan

Action Plan

Action Plan

Action Plan

Elements to make inclusive of people with

SN/Disabilities work

Vision (support UAE vision for a cohesive society)

Skills (capacity building-PD)

Incentives (what's in it for participants)

Resources (cutting age resources)

Action plan

Change …real change

Universities or other educational facilities provisions in UAEDegrees

Federal Bed - Diplomas

Semi Government (BUiD) PG Dip, MEd and EdD

Private MA

Off campus degrees MEd (not accredited in UAE)

PD Courses

Casual needs-based

PD courses

NGOs Personal/SCR Initiatives (not sustained)

Universal Design: Kiosk

Teachers/Lectures and ProfessionalsTeachers/Lectures and Professionals

Training for staff Differentiated instruction: learning of

students with special needs in that levelAttitudes (teachers vs University lectures)Assessment and differentiation Paper Work The Follow up…students moving around

and across subjects

 

A pressing question that was explored by participants was: Are

there any differences between attitudes of school teachers and

university lecturers when it comes to teaching students with

special needs?

Lecturers and instructors of the interviewee sample from the tertiary level sector showed no difference from the above. Words like ‘those difficult cases’ and ‘the demanding different students in my lecture’ were mentioned. The attitude in general was rather looking at their disabilities not their abilities.

November 2010

Dr. Eman Gaad

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Recommendations • Data from interviews showed suggestions from faculty for future practice:

• Training from Smart Board consultant on how to use the Smart software to prepare educational

lessons.

• Disability center needs to have a good communication system for distributing resources.

• Training on Blackboard class organizational system

• Equipment needs to be available from Disability Center

• Professional development in specific disabilities, learning needs, and accommodations.

• Communication to faculty about needs of students who signed up for classes: ? (Center provides

assessment and recommended accommodations and sends to advisors) ?from the Advisors ?

from the students themselves

• Orientation for all staff about emergency procedures.

www.britishcouncil.org 21

When? Before and during service

Who is involved? Students!

How?

Modeling, sharing, and seeking support

Professional Development

Questions …..