The Ministry of Education (MOE) in the United Arab Emirates (UAE) launched the 'School for All' inclusive education initiative in 2010. This article investigates the implementation of this initiative in three primary schools from stakeholders' perspectives. Using a multiple case study approach, data were collected over a full school year from interviews, observations and documents. Findings revealed uneven progress in five areas: staff training and development, school structures, support services, assistive technology and community awareness. The study identified improved access to mainstream classrooms and growing awareness among stakeholders as emerging good practice. However, serious challenges remain regarding teacher training, exclusionary practices, the lack of specialised support services and misguided policies. This study contributes to the evidence-based research on inclusion in the UAE with some emphasis on Islamic principles, cultural beliefs and the requirements of the United Nations Convention on the Rights of Persons with Disability in promoting every child's right to an education.

The authors investigated the implementation of the United Arab Emirates Federal Law regarding the employment of people with disabilities. They used a case study evaluation of an employment program initiated by a private national landscaping company in Dubai providing training and employment opportunities for young adults with varied physical and intellectual disabilities. The study examined the effects of the program since its inception in 2006, evaluating it with respect to employees' productivity and their psychological, behavioral, and professional development as well as the impact of the program on the work environment and the society in general. The methodology employed a qualitative social constructivist paradigm where the intent was to develop an in-depth exploration of a central phenomenon. The findings showed that the program was successful in offering 36 adults with various physical and intellectual disabilities the opportunity of sustainable employment and provided each one of them with a source of livelihood, a chance for building social contacts, and more importantly self-esteem-which is a main construct in empowering people with disabilities to integrate in their communities.

This study uses the 'Index for Inclusion', developed by Booth andAinscow, as a framework for investigating inclusive provision in the United Arab Emirates (UAE), introduced through the 'School for All' initiative. The study, by Nadera Emran Alborno of the American University in Dubai and Eman Gaad of the British University in Dubai, adopts a qualitative research approach, using a multiple case study methodology, to provide a rich and contextualised picture of implementation from the perspective of the various stakeholders. Following the 'Index for Inclusion', the findings are presented in terms of the three key school dimensions of cultures, policies, and practices. Themes emerging from the data include barriers to participation and learning such as the lack of effective training, adequate support services, and inclusive classroom structures. Also included are positive system characteristics such as the welcoming school climate, support among stakeholders, and emerging parent and community involvement. The study provides insights into the possible challenges to the implementation of the 'Index for Inclusion' in schools in the UAE.

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