General Education Teachers in the United Arab Emirates and Their Acceptance of the Inclusion of Students with Disabilities

Autor/inn/en	Alghazo, Emad M.; Naggar Gaad, Eman El.
Titel	General Education Teachers in the United Arab Emirates and Their Acceptance of the Inclusion of Students with Disabilities
Quelle	In: British Journal of Special Education, 31 (2004) 2, S.94-99 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.0952-3383.2004.00335.x
Schlagwörter	General Education; Disabilities; Attitudes toward Disabilities; Arabs; Inclusive Schools; Foreign Countries; Mainstreaming; Teacher Attitudes; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Handicap; Behinderung; Arab; Araber; Inclusive school; Integrative Schule; Ausland; Lehrerverhalten
Abstract	In this article, Dr Emad M. Alghazo and Dr Eman El. Naggar Gaad, both assistant professors at the Department of Special Education in the United Arab Emirates University, report on their research into the attitudes of mainstream teachers towards the inclusion of students with disabilities. The research took place in the Emirate of Abu-Dhabi, the capital of the United Arab Emirates, and set out to explore the extent to which general education teachers there accept the inclusion of students with disabilities in mainstream classrooms. The research process incorporated a questionnaire survey, analysed quantitatively, and a series of interviews with teachers to follow up on a range of issues. The analysis of the results takes account of a number of variables, including the gender of the respondents; number of years' experience as a teacher; and type of learner disability. Emad Alghazo and Eman Naggar Gaad report that there is more work to be done on the development of an inclusion culture among teachers in the United Arab Emirates. They close their article by making a series of recommendations for future practice focusing on initial teacher education, continuing professional development and attitudinal change. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10