General Education Teacher Attitudes Toward the Inclusion of Students with Special Educational Needs in United Arab Emirates Mainstream Schools

Abstract

This quantitative study investigated the attitudes of general education teachers in the United Arab Emirates (UAE) toward the inclusion of students with special educational needs (SEN) in mainstream classrooms. Utilizing a structured questionnaire distributed to 100 teachers across various emirates, the research aimed to identify prevailing perceptions and examine how factors such as training, teaching experience, and institutional support influence these attitudes. Data analysis, conducted using SPSS software, included descriptive statistics, reliability testing, and correlation analyses to ensure robust and valid findings.

The results indicate a generally positive attitude toward inclusion, particularly among teachers who have received formal training in inclusive education or have previous experience teaching students with SEN. Teachers expressed a willingness to accommodate diverse learning needs but also voiced significant concerns regarding the adequacy of resources, availability of classroom support staff, and time constraints. These concerns were more pronounced among teachers working in overcrowded classrooms or with limited access to professional development opportunities.

The findings highlight the critical role of ongoing professional development and the provision of adequate institutional support in fostering more inclusive classroom environments. The study also emphasizes the importance of school leadership and policy frameworks that promote collaboration, differentiation, and access to assistive technologies.