Early Language Education in the United Arab Emirates

Gallagher, Kay

doi:10.1007/978-3-030-47073-9_33-1

Cited by 2 publications

(3 citation statements)

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“…The education system in the UAE is diverse and has evolved quickly (Gallagher, 2019). The country developed rapidly as a result of the oil industry and subsequent economic diversification.…”

Section: Introductionmentioning

confidence: 99%

“…A diverse private education sector provides curricula from the country of origin of the expatriate population. In contrast, the public education system includes mainly Emirati citizens with about 20% non‐nationals (Gallagher, 2019). The teaching population in the UAE is culturally diverse with 36% of teachers in public schools being Emirati citizens compared with 0.3% in private schools (Gallagher, 2019) and the majority of expatriate teachers are not trained in the UAE.…”

Section: Introductionmentioning

confidence: 99%

“…In contrast, the public education system includes mainly Emirati citizens with about 20% non‐nationals (Gallagher, 2019). The teaching population in the UAE is culturally diverse with 36% of teachers in public schools being Emirati citizens compared with 0.3% in private schools (Gallagher, 2019) and the majority of expatriate teachers are not trained in the UAE. The UAE's MoE has oversight of public and private schools which includes creating national policies and licensing, accrediting, inspecting and providing centralised guidance to private schools across the country.…”

Section: Introductionmentioning

confidence: 99%

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Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates

Loyd,

Opoku,

Walker

et al. 2024

Research in Spec Educ Needs

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Inclusive education in the United Arab Emirates (UAE) is evolving with ambitious policies and strategic plans. The extent to which these policies and plans are being embedded into practice in mainstream schools across the country has not been fully captured. This research used an online survey to investigate teachers' perceived competence in implementing inclusive education practices with students with disabilities in mainstream schools and explore its relationship with demographic variables. Participants included 999 teachers from public and private schools across the seven Emirates of the UAE. Greater competence was reported in implementing practices that create an environment conducive to effective learning and less competence in implementing practices that use knowledge of the student. Differences were found between demographic variables and teachers' perceived competence in implementing inclusive education practices with recent professional development in inclusive and/or special education emerging as the most significant predictor. Implications for practice and further research are considered.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%