Conceptualizing and Reimagining the Future of Inclusive Education in the UAE

The current study explored how students in various universities across the United Arab Emirates (UAE) conceptualized inclusive education and views of the future with participation from twenty-one pre-service teachers from different universities within the UAE. Data collection consisted of an open-ended questionnaire and semi-structured interviews analyzed using a qualitative case study within an interpretive paradigm. Results indicated that students unanimously conceptualized inclusion from a holistic point of view and projected the future to be associated with a higher level of differentiated instruction. However, the conditions of the Education Act and the results were not in agreement with the premise of liberation pedagogy, as students with special needs reverted to a passive state and adopted a dependent relationship with the teacher. In conclusion, teachers\u27 motivation was faith in humanity, the rejection of fatalism, and the belief that all learners can actively participate in the transformation of the world by participating in liberation pedagogy, which caters to the diverse needs of students in present and future environments

Exploring Pre-service Teachers’ Preparedness for Inclusive Education Amidst COVID-19 Distance Learning in the UAE

This study explores the effect of distance education during COVID-19 on the level of preparedness among pre-service teachers in the United Arab Emirates (UAE) for inclusive education. Data were gathered during the 2022 academic year when most universities in the UAE were still offering most of their classes in online mode. An open-ended questionnaire and semi-structured interviews were used to collect the data. The questionnaire was distributed online in Arabic and English to senior students in education colleges across five universities in the UAE. Twenty-one pre-service teachers participated in the study; all completed the online questionnaire. Of these, six teachers agreed to participate in an online interview via the Zoom platform. The results indicate a significant difference in the preparedness level between the pre-service teachers who completed their practicum courses online and those who did their practicum physically at school. A lack of knowledge about certain disabilities and concerns about teaching students with diverse needs inclusively were among the challenges highlighted by the pre-service teachers. These findings emphasize the critical need for targeted improvements in teacher training programs, especially in adapting to the dynamic landscape of inclusive education in E-learning