‘Index for Inclusion’: a framework for school review in the United Arab Emirates

Abstract

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.

Inclusive education reform in Kazakhstan: civil society activism from the bottom-up

“…The study on inclusive education provision in the United Arab Emirates used a qualitative approach, analyzing a number of case studies about the actions and the perspectives of different stakeholders in education (Alborno & Gaad, 2014). The findings were presented in accordance to the three dimensions of the Index for Inclusion.…”

The role of the Support and Attention to Diversity Teacher (SADT) from a community-based perspective: Promoting educational success and educational inclusion for all

“…It was assumed that these difficulties were primarily intrinsic to the student and required special education. The medical-clinical framework that extends from diagnosis to treatment permeated this model, and we mostly continue to pay for the results of this framework (Alborno & Gaad, 2014;Bines & Lei, 2011;Griffin, Kilgore, & Winn, 2008).…”

Stereotypes about Adults with Learning Disabilities: Are Professionals a Cut Above the Rest?

“…Leyser and Tappendorf (2001) also found a non-supportive att itude of teachers to inclusive classrooms. However, reasons provided by teachers for negative att itudes toward inclusion of students with learning disability in their classrooms are: lack of time, large number of pupils, and lack of support from society as well as government agencies (e.g., A nati, 2012; Alborno & Gaad, 2014).Hence, similarity between professionals and non-professionals in their negative att itudes about life success of individuals with learning disability suggests the presence of some other powerful factor that negates the benefi cial eff ects of training. Presence of such a factor and the plausible reasons for it can be explored in the light of existing disability research studies.…”