1. Eman Gaad 1www.britishcouncil.ae The Emirati quest for inclusive education: Good practice and what more can be done

2. 2 Outline What is on offer for students with disabilities in the UAE Challenges facing students with disabilities at all educational levels Lessons learned and what could be done to support both students and teachers for effective inclusive educational system

3. What is on offer for students with Special Needs in the Gulf Academic inclusion Social inclusion Type of disability vc type of provisions Barriers to inclusion of students with special needs in the region November 2010 Dr. Eman Gaad 3

4. Challenges facing students with special needs at all level Types of challenges Why? How? what?

5. Why? Why do we care about special needs education in UAE? 5

6. The # are growing? 6

7. When the energy meets the particles or molecules in the medium, they cause the molecules to move, or vibrate. The wave moves through the medium but the particles stay in place. The particles bounce around or move up and then down and return to the same place they were before they started vibrating.

8. When you see the “wave” at the football game; the wave moves around the stadium; but the people stay in their seats! Only energy moves…not the particles or matter!

9. What? What is on offer for learners with SEN at all levels? Primary Secondary Post Secondary 9

10. Education Levels in Abu Dhabi, 2010 10 Abu Dhabi population education levels estimates for 10 years old and over, Mid 2010 (source: statistical Yearbook of Abu Dhabi 2011, p.199)(Al Bakeri EdD unpublished Dissertation 2014)

11. Primary….current status of SEN Government Sector Government centres Special class in a regular school In a regular classroom (VI, and PI, and the unseen special needs) Hospital schooling/day care (ASD, and PMLD units) Schools for All project (40 + schools across the country but not in Private Sector Special unit in a regular schools (Dyslexia or ADHD) Special day care centres (Autism Centre) Boarding centres (Al Ain Private Rehab Centre) In a regular classroom (very few with permission+ shadow teacher ) Paid + Shadow teacher or TA (paid by parents)+ helper in some cases

12. Secondary Very few with ID All learners with HI can access secondary Education Other disabilities ….. selective schooling 12

13. Post Secondary Non with IL All Secondary Graduates have access but are they supported? 13

14. Challenges related to inclusion at all levels Managing Complex Change Incentiv es ActionSkill s CHANGE ++++= Incentiv es Action CONFUSION +++= VisioAction ANXIETY +++= Action RESISTANCE + + += FRUSTRATION + + + = TREADMILL ++ + = Vision Skills Resources Skills Incentives Resources Action Plan

15. Elements to make inclusive of people with SN/Disabilities work Vision (support UAE vision for a cohesive society) Skills (capacity building-PD) Incentives (what's in it for participants) Resources (cutting age resources) Action plan Change …real change

16. Universities or other educational facilities provisions in UAE Degrees Federal Bed - Diplomas Semi Government (BUiD) PG Dip, MEd and EdD Private MA Off campus degrees MEd (not accredited in UAE) PD Courses Casual needs-based PD courses NGOs Personal/SCR Initiatives (not sustained)

17. Universal Design: Kiosk

18. Teachers/Lectures and Professionals Training for staff Differentiated instruction: learning of students with special needs in that level Attitudes (teachers vs University lectures) Assessment and differentiation Paper Work The Follow up…students moving around and across subjects

19. A pressing question that was explored by participants was: Are there any differences between attitudes of school teachers and university lecturers when it comes to teaching students with special needs? Lecturers and instructors of the interviewee sample from the tertiary level sector showed no difference from the above. Words like ‘those difficult cases’ and ‘the demanding different students in my lecture’ were mentioned. The attitude in general was rather looking at their disabilities not their abilities. November 2010 Dr. Eman Gaad 19

20. Recommendations Data from interviews showed suggestions from faculty for future practice: Training from Smart Board consultant on how to use the Smart software to prepare educational lessons. Disability center needs to have a good communication system for distributing resources. Training on Blackboard class organizational system Equipment needs to be available from Disability Center Professional development in specific disabilities, learning needs, and accommodations. Communication to faculty about needs of students who signed up for classes: ? (Center provides assessment and recommended accommodations and sends to advisors) ?from the Advisors ?from the students themselves Orientation for all staff about emergency procedures.

21. www.britishcouncil.org21 When? Before and during service Who is involved? Students! How? Modeling, sharing, and seeking support Professional Development

22. Questions …..