Abstract
Inclusive education is a key priority in early childhood education (ECE), ensuring equitable learning opportunities for students of determination (SOD). In the UAE, policies such as “School for All” promote inclusive practices, yet ECE teachers face challenges in implementation due to increased workload, insufficient training, and limited support. This study examines their perceptions, attitudes, self-efficacy, intentions, and concerns regarding inclusive pedagogy. Using a mixed-methods approach, data was collected through surveys and interviews with 17 homeroom teachers from Pre-K to Grade 2. The findings indicate that while teachers generally support inclusive education, they feel unprepared to effectively teach students with diverse needs, particularly those with severe disabilities. Limited professional development and insufficient classroom support contribute to their uncertainty. Additionally, cultural stigma and parental resistance to formal diagnoses hinder early intervention efforts. Survey and interview responses suggest relationships between teachers’ concerns, self-efficacy, attitudes, and intentions, indicating that higher concerns are linked to lower confidence and willingness to implement inclusive practices. Despite these challenges, most teachers demonstrate a willingness to collaborate and adapt their teaching strategies when provided with adequate resources and training. The study underscores the need for targeted professional development, enhanced administrative support, increased access to inclusive education resources, and improved parental awareness to encourage early intervention and strengthen home-school collaboration in supporting inclusive practices.
Presenters
Shahad AlaliStudent, Early Childhood Education, Higher Colleges of Technology, Ash Shariqah [Sharjah], United Arab Emirates Robin Ogdol
Lecturer, Faculty of Education, Higher Colleges of Technology, Ash Shariqah [Sharjah], United Arab Emirates Amna Banimakhzoom
Student, Education, Higher Colleagues of Technology, Ash Shariqah [Sharjah], United Arab Emirates
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Inclusive education, Students of Determination, ECE, Self-efficacy
