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-en...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
De Gruyter
2023-11-01
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| Series: | Open Education Studies |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/edu-2022-0205 |
| _version_ | 1797629242729562112 |
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| author | Meda Lawrence Efthymiou Efthymia AlHammadi Muna Williams Cara Fteiha Mohamed |
| author_facet | Meda Lawrence Efthymiou Efthymia AlHammadi Muna Williams Cara Fteiha Mohamed |
| author_sort | Meda Lawrence |
| collection | DOAJ |
| description | 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’ 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. |
| first_indexed | 2024-03-11T10:51:40Z |
| format | Article |
| id | doaj.art-fe0b1a134ff449f9a9f7cf54b0d12436 |
| institution | Directory Open Access Journal |
| issn | 2544-7831 |
| language | English |
| last_indexed | 2024-03-11T10:51:40Z |
| publishDate | 2023-11-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Open Education Studies |
| spelling | doaj.art-fe0b1a134ff449f9a9f7cf54b0d124362023-11-13T18:27:43ZengDe GruyterOpen Education Studies2544-78312023-11-015171610.1515/edu-2022-0205Conceptualizing and Reimagining the Future of Inclusive Education in the UAEMeda Lawrence0Efthymiou Efthymia1AlHammadi Muna2Williams Cara3Fteiha Mohamed4Department of Education Studies, Sharjah Education Academy, Sharjah, United Arab EmiratesCollege of Interdisciplinary Studies, Zayed University, Dubai, United Arab EmiratesCollege of Education, Zayed University, Dubai, United Arab EmiratesEducation Studies, Sharjah Education Academy, Sharjah, United Arab EmiratesEducation Department, Abu Dhabi University, Abu Dhabi, United Arab EmiratesThe 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’ 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.https://doi.org/10.1515/edu-2022-0205differentiating instructionspecial educationinclusive educationspecial needsdiversityliberation pedagogy |
| spellingShingle | Meda Lawrence Efthymiou Efthymia AlHammadi Muna Williams Cara Fteiha Mohamed Conceptualizing and Reimagining the Future of Inclusive Education in the UAE Open Education Studies differentiating instruction special education inclusive education special needs diversity liberation pedagogy |
| title | Conceptualizing and Reimagining the Future of Inclusive Education in the UAE |
| title_full | Conceptualizing and Reimagining the Future of Inclusive Education in the UAE |
| title_fullStr | Conceptualizing and Reimagining the Future of Inclusive Education in the UAE |
| title_full_unstemmed | Conceptualizing and Reimagining the Future of Inclusive Education in the UAE |
| title_short | Conceptualizing and Reimagining the Future of Inclusive Education in the UAE |
| title_sort | conceptualizing and reimagining the future of inclusive education in the uae |
| topic | differentiating instruction special education inclusive education special needs diversity liberation pedagogy |
| url | https://doi.org/10.1515/edu-2022-0205 |
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