2022
2022
MA in Education Management and Leadership (top-up)
London Graduate SCHOOL: University of chichester
Mabel Diyla Fontar
Id number: tp210907002
MA in Education Management and Leadership (top-up)
London Graduate SCHOOL: University of chichester
Mabel Diyla Fontar
Id number: tp210907002
Abstract
Several issues have arisen following the adoption of inclusive education in the United Arab Emirates (UAE) and around the world. To identify such issues and the significant role actors in schools that use this approach, some research in the literature was undertaken on inclusion (i.e., inclusive schools.) The role of school leaders plays in encouraging inclusive schools in is the focus of this research. This study, therefore, aims to critically look into the part played by principals in supporting inclusive schools in Umm Al Quwain.
To reach this goal, the elements that influence the admission of students with special needs into regular schools Umm Al Quwain schools and other considerations made by the principals were investigated. The principals were then tasked with researching and determining the school improvements that should be implemented in these schools. As a result, this study used a qualitative technique with an experimental approach to obtain and analyze data based on the contemporary situation of inclusive schools in Umm Al Quwain. A focus-group interview was used to collect data, and ten interviews were done.
The study involved a group of ten teachers from private institutions. The researcher then used theme analysis to refine and analyze the information gathered. Taking into considerations the elements that affect inclusion in regular and executing productive changes schools, the entire study finding suggests that school principals have a vital part to play when it comes to inclusion.
As a result, the study’s primary benefit was to reignite an understanding among teachers who took part in the study, encouraging them to reconsider the elements that affect inclusive teaching and learning in their classrooms. The research also added to the body of knowledge about the part principals play in promoting inclusion in the UAE. Finally, the researcher concluded that school principals require extensive training and development for them to better understand inclusion.
It further stated that school principals must evaluate the requirements of SODs in their inclusive schools in the same way that they consider the needs of other pupils.
Contents
1. Introduction 3
1.2 Definition of Key Terms 3
1.3 Sector Background 4
1.4 Problem Statement 5
1.5 Aim and Objectives 6
1.6 Limitations 7
Chapter 2 Background Research 9
2.1 School Leadership and Inclusion 9
2.1.1 Effective School leadership 10
2.1.2 Inclusion and Leadership initiatives 10
2.2 Inclusion 11
2.3 Inclusive Schools Leadership Framework 12
2.4 Key Principles in Developing an Inclusive Approach in Schools 14
2.5 The Obligation of School Leaders in applying inclusion 16
Chapter 3: Method justification and explanation 18
3.1 Data Collection administration 18
3.2 Sampling Method 19
3.3 Data Analysis 20
3.4 Ethical issues 21
Chapter 4 Results and Analysis 23
4.1 Question one findings and discussion 23
4.1.1 Theme one: the perceptions and attitudes of school principals regarding inclusion can influence the attitudes of students 23
4.1.2 Theme Two: Some private school principals in Umm al Quwain accept many SODs, ignoring their rights and fundamental needs in traditional educational settings 24
4.1.3 Theme 3: most principals promote inclusion by designating support teams and programs to help SODs study. 25
4.2 Question two findings and discussion 25
4.2.1 Theme one: general education teachers teaching SOD lack sufficient knowledge and experience with students with disabilities and classroom teaching cases. 26
4.2.2 Theme 2: Social, emotional, academic, environmental, and cultural factors are among the internal school-based factors that have a direct impact on SODs. 26
4.2.3 Theme three: Some external school-based factors indirectly affect SOD and inclusion. 27
4.3 Question three findings and discussion 28
4.3.1 Theme one: To promote and enhance the inclusive school system, school reforms related to staff development, teaching assistance, and rewarding approaches, financial support, student admission policies, and the increase of exceptional education staff are necessary. 28
4.4 Summary 31
Chapter 5 Recommendations and Implementations 33
References 36
Appendices 42
1. Introduction
There is little data on how principals can help incorporate diversity and inclusion into the learning process. Cobb (2015) found that the leadership team’s role is critical in both interpreting and implementing policy related to inclusion at all levels of elementary. Cobb (2015) and Sider (2017) claim that the behaviors of school principals influence the behavior of other school personnel, the school culture, and the delivery of services in the school. Irvine et al. (2010) say that inclusive education is all about ‘equal access to educational opportunities for all children regardless of physical, intellectual, emotional, or learning disability in an earlier study studying the experiences of school administrators in developing inclusive schools. (See p. 73).
School leaders implement and enforce educational strategies and policies throughout the school. They can be an embodiment to successful professional teachers and employees or to teachers who perform poorly. Finally, by meeting students’ different needs and talents, the school administration has an essential indirect impact on their learning. School leaders legislate and implement educational operation and practice that will help them achieve this final aim.
It is believed that the support and attitudes of school leadership towards inclusion and diversity can influence teachers’ perspectives. According to Barnett and Monda-Amaya (1998) the principal’s perspective towards inclusion is key for successfully executing inclusive practices. The attitudes of school leadership teams can be influenced by the knowledge and training they have received about inclusion and the best ways to implement it (Barnett and Monda-Amaya, 1998; Horn, 2011). Broadly, the report aims to highlight how school leadership teams promote or can promote inclusive and diverse education for all elementary students in Umm Al Quwain (UAQ).
1.2 Definition of Key Terms
General education teachers: a professional who provides differentiated instruction to students at all levels, including students with special needs.
Inclusion the practice or policy of providing equal access to opportunities and resources for people who might otherwise be excluded or marginalized, such as those who have physical or mental disabilities and members of other minority groups.
Inclusive education: this word refers to the integration of students with special needs within classrooms designed for the mainstream of pupils.
SEN: children with learning problems or disabilities that make it harder for them to learn than most children the same age.
Special education instructors: work with students who have learning, mental, emotional, or physical disabilities. They adapt general education lessons and teach various subjects to students with mild to moderate disabilities.
SODs (Students of Determination): In 2017, Vice-President and Prime Minister of the UAE, Shaikh Mohammed bin Rashid Al Maktoum, unveiled a national policy to empower “those with disabilities,” and he opted to name them “people of determination” (Khaleel Times, 2017)
Typical student: Rather than “normal,” which can refer to students with disabilities as “abnormal,” “typical” describes a student who does not have any form of handicap (Webster, 2019).
1.3 Sector Background
Inclusion schools, also known as inclusive education schools, allow students with disabilities to be integrated with mainstream students. It is a technique that combines children with special learning needs into general education to socialize and be accepted by others. Jackson, Ryndak, and Billingsley (2000) defined inclusive education as applying the inclusion technique to create a new style of teaching that includes children with disabilities in regular school classrooms. Consideration sees them all as students who benefit from meaningful, challenging, and relevant educational aspects and differentiated teaching techniques tailored to their abilities and needs.
Ensuring that each elementary student has an equal opportunity for educational advancement remains a considerable concern worldwide (UNESCO, 2019). SODs may face numerous challenges during their transfer and adaption to conventional educational settings.
Due to an in adequacy in these requirements, SODs in conventional schools face numerous challenges. Initially, such barriers exist because the principals lack a mastery of these students’ needs. This ignorance causes a slew of hurdles and roadblocks, including a scarcity of skilled teachers, a lack of regulations protecting the rights of such students. As a result, the work of school leaders becomes crucial and demanding in inclusive schools that integrate SODs with other regular kids.
As a result, the government of the United Arab Emirates (UAE) initiated an inclusive school program called “School for All” under Federal Law No. 29 in 2006, which adopted the concept of inclusive education to ensure that all students with disabilities, referred to as Students of Determination (SOD), have the right to access education in public and private schools and all other educational institutions in the United States. UAE (Hussain, 2017). Hence the Ministry of Education (MOE) launched a new initiative to include students with special needs in mainstream schools in the UAE. The UAE developed new guidelines to regulate inclusive and diverse ideas in the country, and schools began to accept different disabilities, which was not the case in the past. Before introducing the law, schools rejected students with specific disabilities, such as Down syndrome and Autism. They only accepted less apparent disabilities, such as students with learning disabilities. This change created a lot of pressure and challenges on school leaders in running an effective inclusive school.
1.4 Problem Statement
Inclusion and diversity have several advantages for SODs and normal children. It is a just and empathetic school system that assists SODs and their families in alleviating the severity of their distress and struggle once they feel accepted into society. However, for various reasons, inclusion has emerged as a critical concern for school systems worldwide (Ainscow, 2005a; UNESCO, 2019). Even though the inclusive education model provides limitless benefits for students with disabilities, several crucial concerns remain unresolved, according to Konza (2008). Such situations may obstruct the full inclusion implementation’s success. The most demanding issue is the disparity in perspectives toward inclusion among school members. This ignorance can lead to a slew of hurdles and roadblocks, including a scarcity of educators, a lack of customs and approaches in protecting their rights.
Many problems and concerns have arisen in schools that extensively incorporate SODs without knowing their school needs and wants. The emergence of these issues necessitates the dedication from stakeholders who can use their authority and influence to safeguard these students’ rights. Nonetheless, the reality shows that most administrators are unprepared and ignore SODs and their rights. As a result, for a school to be called inclusive, the principal must fully consider these SODs. However, if the principal ignores SODs, it will reflect in misunderstandings about inclusion and SODs.
Riehl (2000) emphasized this point, claiming that very few research studies have investigated what school leaders can do to encourage inclusion. Furthermore, as an elementary education teacher, the researcher encountered the same issue faced by other teachers while teaching students with learning disabilities without the necessary technical knowledge.
1.5 Aim and Objectives
This report aims to investigate teacher’s views on how their school principals can promote inclusion and diversity in private schools in UAQ. For this reason, the researcher will explore the aspects that have an impact on inclusion and how SOD students adapt in UAQ schools and if their principals consider these aspects. She will examine some required changes to be applied by these principals. To improve SODs’ inclusion in typical schools, principals need to consider variables that affect SODs and the necessary modifications that principals can follow to facilitate and promote their inclusive schools. As a result, the researcher will conduct qualitative research to collect data on the current situation in UAQ schools after reviewing the literature on the function of school principals from these two perspectives.
This research aims to report school leadership’s efforts to promote inclusive and diverse Elementary Education in Umm Al Quwain.
The research questions include:
What is inclusive education?
What part does the principal play in fostering inclusion and diversity in elementary schools?
Are there critical priorities of principals when it comes to inclusion and diversity?
How does leadership impact promote inclusion?
What key factors are to be considered to involve SOD in regular schools?
What inclusive practices promote inclusion?
With the growing awareness of inclusion in schools around the country there has been an increase in related studies. This report seeks to fill the literature gap from data collection on the role of school leaders in promoting inclusive schools at UAQ. The data will focus on the key aspects influencing SOD uptake in mainstream schools. In addition, this result highlights a variety of school upgrades that may help school leaders in promoting effective inclusive schools. Overall, the recent findings will benefit all stakeholders involved in education.
1.6 Limitations
The survey is limited only to private schools in the Emirate of Umm Al Quwain. Due to the circumstances of the participants and the school environment, it may be problematic to conduct a direct one-on-one interview. In addition, trusting the data collected will significantly depend on integrity and openness of the interviewed participants. Therefore, the analysis may show some incompatibilities when compared with other teachers as some responses may not be entirely truthful. Because of these restrictions, the researcher will set limits such as the time and place of interviews. In addition, for participants who may provide false or incorrect data about the school, the researcher will be forced to rely on the answers of others, which will seem more realistic and convenient.
Chapter 2 Background Research
This report aims to analyze the role school leaders play in encouraging inclusion and diversity in private schools in UAQ. In this chapter, the researcher summarizes the literature primarily related to inclusions and schools of inclusion and the essential roles and practices of school leaders in these schools. The first part of this chapter outlines the role of school leaders in inclusive schools and the challenges they face in implementing inclusions in school management. The second section defines inclusion and details the relevant concepts, the main benefits, and the main requirements. The third section presents a leadership framework designed for inclusive schools and shows the attitudes and structures required by these schools. The fourth section describes the primary roles of school leaders in inclusive schools and the principles they should consider. The fifth section clarifies the obligations and practices that school principals should consider when applying inclusion.
2.1 School Leadership and Inclusion
A principal plays a vital role in ensuring that the school achieves or fails to ensure that all students learn. In general, not all principals can make the necessary arrangements to ensure different students learn with different skills. This is considered a difficult task. This may be due to the responsibility of the principal of the school or many responsibilities caused by their own beliefs and attitudes regarding the learning and inclusion of SOD in the school.
According to Sood, Peart, and Mistry (2018), the role of school leaders in education is demonstrated by their responsibility to realize their potential by creating an environment in which they can achieve their goals. They also considered the need for strong, morally motivated leadership in creating the vision. This vision enables institutions to make positive changes based on ethical values and meet the current and future needs of the community through active employee involvement.
School principals have different challenges than the heads of other institutions. The principal is responsible for the construction of the school and the achievement of educational goals in education and learning (Hurley & O’Connor, 2016). In addition, it is the school administrator’s responsibility to distinguish between school and student grades if they have the autonomy to make decisions. However, autonomy alone cannot improve school leadership unless it is well supported. In addition, the primary responsibilities of the school principal need to be identified (Pont, Nusche & Moorman, 2008).
New challenges appeared in the 21st century that might delay inclusion fulfillment. The school principals must cope with and manage by working with a diverse professional workforce to support a more excellent range of educational needs. Furthermore, to foster and enhance the inclusion of learners and workers in such a quickly changing situation, principals will have to evolve a coherent and persuasive vision to ensure support from both internal and external communities (Sood, Peart, and Mistry, 2018).
2.1.1 Effective School leadership
Today’s schools need a principal as a leader, not a manager. As Ainscow (2005b) confirmed, there have been legislative changes in many countries that have changed the role of school management. As a result, many schools pay more attention to management structures, processes, and functions. However, this can lead to excessive reliance on the system and the same diminished focus on aspects of school life that can combine and inspire human efforts. Therefore, such elements can be grouped by “leadership” to refer to the process used to influence a group of employees and achieve their daily goals. School effectiveness studies prove that school leadership is a fundamental factor in school success.
Recent research has shifted this role from pure school leadership to making leadership available at all levels of the overall management structure and school community. The most important result is recognizing that management agreements need to be changed to ensure entire leadership. Because leadership and management are interrelated, it is imperative to develop a positive strategy for each school change to develop leadership approaches and reflect them in the management structure (Ainscow, 2005b). Ultimately, leaders must take responsibility for the school as a building, community, organization, and sequence of steps. These are managed and directed to produce well-educated learners by hiring and supervising professional education staff.
2.1.2 Inclusion and Leadership initiatives
Inclusion has gone through many phases and stages, and school principals have responded to it differently. According to Clough (1998), there is a necessity to focus attentively with greater openness on how learning occurs in ways that allow all students to be included and emphasize curriculum and pedagogy. According to Riehl (2000), principals conquer positions in schools that convey various responsibilities and opportunities, which work in a specific tradition of practices with individualized strengths and weaknesses. Inclusion carried a notable growth in educational services and facilities worldwide in the twentieth century.
Thus, the unique education system has expanded, and this growth included exceptional learners with learning difficulties. In other words, access to education has become available to all children, and inclusive education has been strengthened. However, from 1981 to the late 1990s, a new framework was established to manage special needs evaluation and decision making. For example, the “disability category” was abolished and replaced by the concept of “special education needs” (Clough, 1998). The purpose of identifying special education needs provided a flexible way to manage interventions and resources rather than lifelong labeling. The word “inclusion” means access to education. This supports the claim that a unique education system addresses differences and expands opportunities.
2.2 Inclusion
Inclusion has many definitions, all of which mean the same thing from different perspectives. Konza (2008) defined inclusion as eliminating the contradiction between special needs and general education and providing appropriate education to all learners, regardless of skill differences. Inclusion means a significant restructuring and reorganization of the education system, making the school responsible for the resources, services, and appropriate curriculum available to all students, regardless of ability.
After reviewing many studies, Konza (2008) considers inclusion typical of each individual and all students beyond placing students with disabilities in mainstream schools. It is defined as a philosophical step towards a model of complete inclusion. The movement is positioned within a broad social justice motive stating that access to nearby schools should be included in everyone’s justice. Inclusion programs can benefit learners by providing appropriate, exciting, and meaningful curricula and educational strategies tailored to their respective strengths and needs based on discrimination. (Salend, 2005).
Nevertheless, Ainscow (2005a) admitted no clear definition of inclusion. Many national supervisors have shown that inclusive education is related to the rights of all, which are characterized by the special educational needs of regulators.
However, four vital points were produced to be the best feature developed by the school system. The first point indicates that inclusion is an ongoing search process for better ways utilized in response to diversity. The second point refers to the primary concern in inclusion, identifying and eliminating restrictions to inclusion, and planning for practice and policy improvements. The third element is the presence, where those children will obtain their education, participation, experiences` quality and views, achievement, outcomes, and learning results. The fourth element emphasizes the danger of these learners` exclusion, minimization, or unachieved, pointing out the importance of moral responsibility to ensure that these learners are carefully monitored and take the necessary steps to ensure their achievement, participation, and achievement. (Ainscow, 2005a).
2.3 Inclusive Schools Leadership Framework
The role of school leaders is vital in implementing a practical inclusion scheme by building a solid bond of trust and accountability with teachers. Macmillan and Edmunds (2010) reported that for 20 years, school leaders had better knowledge of better practices and skills to work on at school, which was the focus. Others’ view is that they have fallen into four major categories: setting directions, training staff, transforming the organization, and managing the curriculum. These classifications also serve as proof of the frame.
Setting direction
To enforce inclusion in schools, school leaders need to permeate all elements of inclusion and formulate and reorganize the steps to be taken. Such policies need to be thoroughly studied to integrate philosophy and planning. Some of these guidelines give school leaders philosophies and guidelines on practicing inclusion. However, a gap exists between what is known about it and its implementation. As a result, school leaders need to believe in teachers to guide and support them (Macmillan & Edmunds, 2010).
Relationships and acquaintances between teachers and principals are essential to promote effective, comprehensive leadership management. School leaders should rob teachers from building teams to create a positive school environment (Macmillan. & Edmunds, 2010). As a result, this ensures the smooth functioning of the school system and avoids potential pitfalls due to uncertainty between school leaders and teachers.
People Development
After implementing the strategy, the next step is to help staff understand the relationship between inclusion and classroom practice once the school direction is established, either to the students learning something or nothing. Others have pointed out ways to get children to actively embrace each other’s abilities. In addition, if the teacher has good knowledge and understanding of the scenario, it is easy to incorporate friendliness between students. It is necessary to record student achievements and needs through accurate subject evaluation methods. This process is a way to inform school leaders and parents of student grades.
Others have provided perspectives on recent changes in assessment practices, including the need for school leaders to recognize and adjust to support student learning (Macmillan & Edmunds, 2010). School leaders can use such assessment methods to help teachers make the necessary changes to education and grades according to the needs of individual students. Teaching methods need to be developed within the community to support such students.
Other researchers believe that people need a clear understanding of what inclusion is all about. This can only be achieved by trained professionals who understand the need to emphasize that teachers need to have an idea about inclusive practice and education and that they need to understand the basic concepts associated with inclusive practice. In addition, by recognizing the inclusion practices, school leaders can encourage teachers’ daily practices.
However, other researchers have different opinions about inclusion. Macmillan & Edmunds believed it is more effective to focus on community (group) efforts rather than separating inclusion practices solely by teacher behavior, which can be more productive in creating an inclusive school.
Organizational Redesign
If the long-term goal is to support a comprehensive environment, it is not enough to create a teaching scheme and develop people. At the same time, we need to change our beliefs, values, actions, and expectations. In rare cases, a teacher may be asked if the curriculum has been modified to meet the needs of students unless it is not implemented in most schools. Others have pointed out that it is necessary to break down barriers and beliefs about what inclusion should do and plan to maintain inclusion over the long term. If unsustainable, it turns out to be both mentally and practically capricious (Macmillan & Edmunds, 2010).
People must return to schools that operate within the rules set by the school district, and it is powerless to think outside the framework. However, some schools are using the power of the community to redesign the structure of how inclusions are handled. Some researchers have shown examples of such practices. They described the schools that provided inclusive education and its impact on government and teachers. They are also prepared to provide guidance and provide valuable feedback to those trying to implement the same. Others have described school leaders who have used inclusion to fix their strengths and needs by challenging and making a difference in the school’s organizational approach as needed based on definite opinion, not weak criticism (Macmillan & Edmunds, 2010).
This governance framework can be necessary for setting up programs and providing appropriate guidance on what is needed and what is expected. One can also build a rational approach that benefits students and raises community awareness. This framework can also be met by instilling a vision of inclusion and redesigning the school curriculum to achieve positive results and create a better learning place for students.
2.4 Key Principles in Developing an Inclusive Approach in Schools
To develop inclusion within a school, a school must follow well-tested and planned procedures based on the principles that support the school system’s structure. Ekins and Grimes (2009) explained that the development of a comprehensive school should focus solely on expanding and maintaining the curriculum while considering the part played by the diversity of stakeholders, staff, students, parents, and all learners in the community.
Development of Inclusive School Culture
The experience of Ekins and Grimes (2009) in collaboration with schools is that there is a large gap between inclusive policies in schools and basic practices in the classroom and around the school. For this reason, inclusion must relate to the development of inclusive strategies and the development of inclusive culture. Policies, procedures, and school culture are inseparable from the school community. Therefore, inevitably, school leaders need to be vigilant about policies and their implementation in the education and learning process.
Responding to Student Diversity
Schools are motivated by inclusion indexes to review community practices, cultures, curriculums, and policies and focus on school development initiatives that encourage diverse learners. This opinion means that inclusive schools are ignoring the achievements of certain groups drastically by increasing social exclusion through the provision of individualized and differentiated support. Aside from inclusive schools, schools also focus on learning experiences and quality instruction for all students (Ekins & Grimes, 2009).
Developing School Leaders to Work on Inclusive Values
School leaders are a crucial factor in the success of an inclusive system, as working on inclusive values can make a significant difference to the overall system. Ekins and Grimes (2009) discovered that inclusive values are essential to inclusive schools and that there are school leaders who embrace and accept inclusive services. In addition, the school community may have a group of individuals who play a leadership role or roles. They added that this practice is a decentralized leadership model whose primary goal is to promote learning for all students. This type of leadership needs to be involved by taking on some leadership roles for adults and students. Studies show that the importance of a school leader or school leader’s role in addressing a school’s specific vision that integrates comprehensive values and ideas underscores the shortcomings of rhetoric or of complying with plans created and set by others at the local levels.
Development of shared comprehensive values
Shared leadership and sustainability depend partly on several factors, including the nature of the school’s educational community, interrelationships, inclusive values , and commitment to a shared vision. It is also clear that a critical mass of teachers working on these values is needed to maintain good cooperation within the teacher group and throughout the school community (Ekins & Grimes, 2009). Teachers’ commitment to a school’s shared vision and total values is as essential as the school’s leadership commitment.
Developing collaborative problem-solving
Collaborative problem-solving efforts need to be implemented and made visible in the heart of the school. Most educational settings used the medical model of disability, an app whose model was a misconception that students in need of special education needed intervention and professional support. A review of a recent study examining teachers’ perceptions of SEN found that knowledge and skills in the subject were noteworthy. In addition, there was a general perception that all teachers inevitably require more training (Ekins & Grimes, 2009).
While it is essential for teachers to develop essential skills and to have a broader understanding of the specific challenges and obstacles students face in school, the SEN concept of professional education is essentially focused on approaches and methods needed to explore the context of school learning and education to find solutions to problems that distract us from our need. It confirmed the value of a collaborative problem-solving strategy that connects parents and professionals and brings them together in a non-hierarchical structure of reflection. This structure allows professionals and parents to explore different perspectives and find ways to move forward without pushing their expertise into discussions (Ekins & Grimes, 2009).
Individual Inclusive School Development
It is understood that a typical inclusive school’s inclusive practices and processes can be imitated by other schools that are about to become inclusive. However, the comprehensive results cannot be the same. Ekins and Grimes (2009) point out that no ‘blueprint’ model can be typically followed to establish inclusive schools. It is impossible to implement the procedures followed by successful inclusive schools to those trying to create an inclusive practice and then expect a replication of their successful inclusive system. This conception is attributed to the complexity of school communities since two schools cannot be identical. The key factors behind this fact are the different contexts, agendas, and circumstances at the personal, school, national and local levels.
2.5 The Obligation of School Leaders in applying inclusion
School leaders are responsible for providing the specific resources needed in the workplace to ensure that inclusion and diversity are successfully carried out. Macmillan and Edmunds (2010) stated that school leaders have legal, ethical, and moral responsibilities that they must fulfill for students with learning disabilities. To achieve this, they may need to allocate additional resources to ensure that the environment is physically appropriate for all students to participate in a meaningful and valuable way.
From time to time, there is a need to deliberately focus on grouping and regrouping students to encourage and defend mutually responsible and beneficial social interactions. Learning goals and objectives need to be adjusted. If workplace adaptation is cost-effective, school leaders need to allocate appropriate budgets to create a comprehensive learning environment for all students.
Teachers can be paralyzed by the unpleasant adverse effects of dominant arguments that appear to overwhelm their obligations. School leaders should always welcome and promote understanding of alternatives so that inclusion can foster and empower students in their well-being and learning (Macmillan & Edmunds, 2010).
On the other hand, Rights discourse shows that the framework for creating a more inclusive, humane, respectful, and engaging education and environment is expanding. The values and beliefs associated with other medical, philanthropic and general discourses need to be realized, conquered, and replaced by a more comprehensive model. However, most importantly, the educator must ensure that the human rights of all students are met and respected in a fully entitled educational environment, procedures, and practices (Macmillan & Edmunds, 2010).
To conclude, figuring out whether a college is transferring closer to inclusion and turning into an inclusive college is not always that easy. There are three critical components of inclusive education: producing inclusive policies, setting up inclusive cultures, and cultivating inclusive practices. Mel Ainscow and his colleague Tony Booth designed and evolved the index for inclusion devices in 2002. The Index for Inclusion is a scientific device for educators created to reply to inclusion based on each school. Several colleges worldwide have embraced and accompanied this device (Armstrong, A., Armstrong, D. & Spandagou, 2010).
Chapter 3: Method justification and explanation
This paper intends to investigate the role of school principals in supporting inclusive schools in Umm AL Quwain (UAQ). From the literature, the study provides detailed and precise knowledge of school administrators’ role in managing and supporting educational systems and changes in inclusive schools. The research next identifies and investigates a set of elements that exist in the field of inclusive schools and affect SODs’ learning and adaption in the classroom. Finally, the study lists practical school innovations and techniques that special and general education teachers believe can assist principals in promoting inclusive schools. The researcher will employ a qualitative approach.
The researcher will do qualitative research, which will focus on the human experience through analyzing people’s ideas and lived experiences to explain and give meaning to them (Byrne, 2001). This characteristic of qualitative research will allow the researcher to analyze and better comprehend and describe (Byrne, 2001) the experiences of teachers in inclusive schools with their principals, considering the settings and surroundings. According to Creswell (2012), qualitative research allows the researcher more flexibility in researching themes as they occur and allows participants to shape the research direction and openly share their perspectives.
3.1 Data Collection administration
A semi-structured interview gives the researcher the structural element while also allowing the participants to supply additional information about issues they are interested in (Bryman, 2004). It allows for flexibility and exploring many elements (Kvale & Brinkmann, 2009). The researcher will create a printed interview template (see Appendix 1) that includes the introduction and questions for the interview with some guided options.
The researcher utilizes more specific questions like: “What are the major aspects to consider when adding SODs in inclusive schools?” for the second portion of the interview questions, which is under the sub-question: “What are the main variables to consider when integrating SODs in inclusive schools?”
2.1 What knowledge do you have about students of determination?
2.2 What do you think are the factors that your school principal should consider in your classroom/school to ensure the success of inclusion?
2.3 Who are the people involved in dealing with students of determination in your school?
2.4 What other factors might affect students of determination outside your classroom/school?
Finally, the researcher uses more detailed questions like: “How can a school principal promote an inclusive school?” for the third part of the interview questions about school reforms for promoting inclusive schools, which are under the sub-question: “How can a school principal promote an inclusive school?”
3.1 What do you think are the steps that your school principal should consider supporting inclusion before applying it?
3.2 What facilities and needs do students of determination require? Choose the ones that are available in your school?
The data collection procedure started by submitting an ethical consideration letter to the University (see Appendix 2). Then, after getting verbal approval from selected principals, the researcher accessed selected teachers who met the required criteria. The selected participants were contacted via phone to plan a date for the interview. The participants who took part in this study gave their verbal and written approvals (see Appendix 3) before they were a part of the study. The participants also willingly accepted to be part of a follow-up should the researcher require more information.
3.2 Sampling Method
The sample for this study has been carefully chosen. This strategy entails selecting study participants based on the study’s primary needs (Morse, 1991) and obtaining rich data from those individuals who can contribute to it and are suited for extensive investigation (Patton, 2002). Participants will be chosen from a population of elementary school teachers who can be reached by the researcher and meet the criteria of this study. The chosen teachers are private school special and general education teachers who volunteered to participate and have dealt with and taught SODs in regular inclusive classrooms.
In qualitative research, samples are typically limited and based on information requirements (Maxwell, 2005). As a result, the number of participants in this study is ten teachers who volunteered to participate and completed the standards of the study. The researcher chose a small sample size because of the potentially extensive and in-depth data that each participant could contribute. In addition, criterion sampling was used to choose only those individuals who met the researcher’s criteria and were relevant to the study (Gall, M., Gall, J. & Borg, 2007).
Because the inclusion system is used in all education sectors in the UAE, the researcher selects teachers from private schools in UAQ. Essentially, the researcher chooses to collect data from teachers since they are the ones that interact with SODs daily and are usually aware of the issues that influence these pupils in their classes. Furthermore, as teachers gain experience in the classroom, they will be able to provide more realistic and exact information regarding the function of their school administrators and the school reforms required in their classrooms.
To be considered for the study, each participant must have worked with SODs as elementary school instructors, have at least a year of experience teaching SODs, teach various subjects and grade levels, and are from private schools in UAQ.
The researcher will represent the participant teachers, who will be categorized using abbreviations of coded letters and numbers. Teachers in general education are referred to as GE, administrators as AD, and special education teachers as SE. Those abbreviations will follow the initial letter of each participant’s name. A general education teacher is identified by the code GE.N., an administrator is identified by the code AD.N., and a special education teacher is identified by the code SE.A.
3.3 Data Analysis
Qualitative research collects data gathering and analysis methods to provide a complete and comprehensive description and understanding of a research issue. These methods can help in the understanding and description of complicated processes. Instead of validating past theories’ assumptions, qualitative research can be used to revise and build deep understanding, according to Vaismoradi, Jones, Turunen, and Snelgrove (2016). As a result, in the current study, the researcher will utilize a data analysis technique to double-check the obtained data and extensively investigate it to gain an accurate and in-depth comprehension of the participants’ responses. As a result, after data collection, the researcher will thoroughly examine the results for their validity, reliability, and completeness to evaluate whether they are sufficient and sufficient to answer the study questions and obtain the study conclusions.
For Matsumoto, 1996; Miller, 2000, the researcher is considered part of the post-structuralist and post-modern theories research approach. Additionally, the researcher in qualitative research serves as a critical instrument for data gathering and interpretation (Creswell, 1994). Seroka (1999) also believes that qualitative research is an interactive process that cannot be value-free. Therefore, the traditional notion that interviews should be neutral is unattainable. Parker (1994) also states that subjective individuals conduct all research, and this subjectivity must be acknowledged.
According to Burns (2006), the researcher can use the help of personal experiences to understand and identify with what is being expressed during the research process. However, the inquiry or research remains focused on understanding the phenomenon from the participant’s point of view (Babbie & Mouton, 2001). As a result, the researcher must put her understanding of the subject of investigation aside and open her mind to understand and listen to what the participants have to say.
The researcher will use a theme analysis method to assess the acquired data after determining that they are applicable and answer the significant study questions. According to Guest, MacQueen, and Namey (2014), thematic analysis is the best practical tool for capturing the intricacy of underlying meaning in texts. Furthermore, it is the most utilized method in qualitative data analysis. Thematic analysis is a qualitative descriptive design that consists of tools and procedures for analyzing and illustrating themes in textual data. This method begins with coding and then examines meanings and the description’s offering of social realities that contribute to creating a theme. In defining and analyzing participant perspectives, some of the significant characteristics of qualitative techniques are outlined (Vaismoradi et al., 2016).
This chapter explained how the study was carried out, including the method used to select participants, the method used to collect data, and the method used to analyze the texts. The goal of this study was to figure out how the participants built their world, exhibiting one way in which the concepts under examination are built by a group of teachers in the same situation. The analysis process is described in-depth in the following chapter and the study findings.
3.4 Ethical issues
The University of Chichester will be contacted for ethical approval (Appendix 2). Following approval, the researcher will send request emails or calls to those in her professional network in their various schools in UAQ. No interview will be done without the participant’s written and verbal informed consent. The analysis of the interview texts will be addressed with the study’s supervisor to confirm that the data is reliable.
What the researcher sees and hears determines the reliability and validity of qualitative research. Credibility, transferability, dependability, and confirmability are all critical factors in determining trustworthiness, according to Lincoln and Guba (1985). One technique to establish credibility and transferability is to ensure that the persons interviewed have the necessary experience to talk about the topic the researcher is interested in (Lincoln & Guba, 1985). The ethical requirements established by the general research ethics were followed in this paper. As a result, the volunteers will be informed about all the steps involved in the research. Because the volunteers are more important than the study, they will always be treated respectfully.
Even though the participants are free to express themselves about the phenomenon in their own words (Mouton & Marais, 1991), they will be notified that participation in the study is entirely voluntary and will have no impact on their lives. As each participant’s identifying information will not be sought, confidentiality will be provided. When the study is finished, the data collection materials will be destroyed.
Chapter 4 Results and Analysis
This study explores the role of school principals in supporting inclusive schools in Umm al Quwain. The role of school principals in supporting inclusiveness in schools was investigated qualitatively, as were the factors affecting SODs in inclusive schools and the school changes that school principals should undertake.
This study was conducted using data gathered from the views of teachers, and it was accomplished by answering the following primary question and sub-questions:
-What can a school principal do to encourage an inclusive environment?
1. How do school principals play a role in inclusive schools?
2. What are the most important considerations for incorporating SODs into inclusive schools?
3. What school improvements are required to enhance inclusive education?
This chapter analyzes the essential findings and conclusions and ties them to the literature. The chapter is divided into three discussion sections that show the implications of the study’s prior literature findings.
4.1 Question one findings and discussion
Based on the previous findings, three key themes connected to the role of school principals in supporting and promoting inclusive schools in Umm al Quwain (UAQ) might be created in response to the findings of question one. The first theme was that the perceptions and attitudes of school principals regarding inclusion could influence students’ attitudes. The second theme was that some private school principals in UAQ accept many SODs, ignoring their rights and fundamental needs in traditional educational settings. The third theme was that most principals in UAQ school systems promote inclusion by designating support teams and programs to help SODs study.
4.1.1 Theme one: the perceptions and attitudes of school principals regarding inclusion can influence the attitudes of students
As the first theme implied, school principals’ perceptions and attitudes toward inclusion impact the attitudes of school members, particularly teachers. It is critical to note that the principal’s attitude can be used as a primary motivator for directing him or her to take measures that support inclusive practices or the other way around. Second, it can influence teachers’ and other school members’ attitudes, affecting perceptions of SODs and, as a result, acceptance of implementing inclusive practices in the school. As a result, the principal’s and teachers’ attitudes toward inclusion can be considered the foundation for a well-structured inclusive school.
When the researcher first collected data on teachers’ opinions, the findings revealed that, to some extent, school principals’ attitudes and perceptions regarding SODs and inclusion were similar. The relationship between school principals’ attitudes and the adoption of inclusive practices could reflect the principal’s SOD awareness and understanding level. These, in turn, were passed on to teachers and other students. When the researcher queried the participants about their attitudes toward inclusiveness, the majority expressed neutral feelings and could not establish their true feelings. Many of them experienced happy emotions, and only a few had negative emotions. General education teachers exhibited neutral and negative attitudes, while special education teachers exhibited the most favorable attitudes.
SE.A. explained: “For example, on Tuesdays, we have activity lessons… and our principal says, “permit this student to change between activities on their needs.” She adds, “This is an example of a compassionate principal who cares about the children that work hard. In addition, at our school, we offer a program for them. For example, if an autistic child enjoys drawing or programming, the principal will allow them to attend an IT class since she cares about them.”
In agreement with these findings, Ng (2015) found that shadow teachers generally had positive sentiments regarding both the inclusion notion and the inclusive classroom in his study. However, mainstream teachers were less enthusiastic about establishing inclusive schools. It is critical to understand instructors’ views on inclusion and SODs since they can reflect various realities and have far-reaching consequences. Teachers’ views may reflect the principals’ attitudes, reflecting their levels of awareness and knowledge regarding inclusion.
4.1.2 Theme Two: Some private school principals in Umm al Quwain accept many SODs, ignoring their rights and fundamental needs in traditional educational settings
The second theme revealed that most principals, who may be encouraging inclusive learning, assign support teams and programs to encourage and assist the learning of SODs. According to the research, most private school principals could neither completely support SODs nor have more robust plans for inclusive education. Furthermore, no study supporting or approving this conclusion was uncovered. As a result, these results may reflect the status of some private schools.
According to SE.N., the principal’s position in schools is critical. “The principal in our school handles the procedure (inclusion), she always reminds us to look after the special education students, she manages the regulations… and she follows up… by making the ground in the classrooms and the school more conducive to them,” SE.N. added.
4.1.3 Theme 3: most principals promote inclusion by designating support teams and programs to help SODs study.
The third theme advocated that school principals in some UAQ private schools raise the accepted number of SODs in their schools, notwithstanding these students’ rights and the lack of a budget to meet their requirements. The findings found that while those principals welcome SODs in their schools, they ignore their rights and needs, and they do not adequately fund the special education department in their schools to meet their requirements and aid. However, this cannot be applied to all private schools because in high-income private schools, for example, should the school principal consider the SODs and their unique needs, a portion of the budget will be allotted.
According to SE.H., she was genuinely startled by how the process of inclusion in regular classes would proceed and to what degree disability is tolerated in schools. Is it only in the most severe cases? She said, “Or are there only a few cases? Who will oversee looking after these children? How will they learn? Is it possible for them to learn in the same way that others do, using the same curriculum and strategies?”
The researcher determined that school principals play a significant role in supporting inclusive schools with all these findings. It was emphasized that school principals’ attitudes toward inclusion influence the attitudes and practices of other school members, and hence the effectiveness of their inclusive schools. However, the level of awareness and attention that school administrators pay to SODs will impact the inclusive policies implemented in their schools, which can protect those kids’ rights and meet their needs.
4.2 Question two findings and discussion
Based on the previous findings, three main themes could be developed, all connected to the characteristics influencing conventional schools’ inclusion. The first theme was that general education teachers who teach SODs lack adequate expertise and experience with SODs and the instances they teach. The second theme is the internal school-based elements (social, emotional, academic, environmental, and cultural) that directly impact SODs inside inclusive schools. The third theme was external school-based factors, indirectly impacting SODs and inclusive schools. These include parental influence, external centers, and school district rules and regulations.
4.2.1 Theme one: general education teachers teaching SOD lack sufficient knowledge and experience with students with disabilities and classroom teaching cases.
This finding may conclude that general education teachers’ ignorance and poor knowledge in an inclusive environment can adversely affect student achievement and development. This was confirmed when Cassady (2011) reported that general education teachers had conflicting views on including students with disabilities in the classroom. As a result, any negative attitude toward inclusion and a reluctance to teach students with disabilities in the classroom can lead to a lack of support and the effectiveness of these students’ learning.
Ng (2015), on the other hand, divided the elements that influence inclusive practices into external environmental factors and internal factors, according to the student of determination. Internal elements such as the child’s and educator’s qualities, among others, might influence how successful inclusive approaches are. The intrinsic variables in the kid are referred to as the child characteristics by Ng. On the other hand, teacher qualities were defined as the teacher’s knowledge, attitudes, background and awareness, and role perspective. External variables he mentioned included teamwork and planning methods and support from the school and other parties (Ng, 2015).
The data gathered revealed that general education teachers had no prior expertise or experience teaching SODs in their classrooms. “Even as a general education teacher, I have no experience whatsoever dealing with SODs dealing with them,” GE.O. explained, explaining that her first experience teaching SODs was challenging. On the other hand, SE.S. stated, “I am a special education teacher; of course, I am aware of determined pupils both within and outside the classroom; I meet with their parents and create a case study about the student to have all the necessary information.” SE.S. also acknowledged that general and special education teachers should collaborate to improve the learning of SODs by developing plans and following up with them.
4.2.2 Theme 2: Social, emotional, academic, environmental, and cultural factors are among the internal school-based factors that have a direct impact on SODs.
The primary situations and settings that directly impact SODs’ learning and, as a result, influence the efficiency of inclusive schools were among those elements. It is worth noting that the internal school-based elements discovered in this study, which were divided into four categories, have been referred to in the literature as significant variables, practices, and factors that have a considerable and widespread impact on SODs and inclusive schools.
“The first significant component is the emotional factor,” SE.A. said, referring to a series of factors she believes are crucial for the SOD inside the classroom. Because when children feel at ease with their classmates, they are more likely to achieve their objectives in the classroom, whether with me, a special education teacher or with a general education instructor.” “We have social elements, intellectual aspects, and, as I mentioned, the most significant factor is emotional because emotional factors affect other factors,” she continued.
GE.N. provided an excellent example of the importance of both the principals and teachers to accept and care for the SODs in their school, thus influencing acceptance by their peers. When questioned about the key variables determining SODs at her school, she responded, “I feel that if the principal accepts those students and believes in them, they would be successful and enjoy school.”
4.2.3 Theme three: Some external school-based factors indirectly affect SOD and inclusion.
The researcher discovered that external school-based factors are related to variables outside the school building. Most teachers agreed that it indirectly affects SODs’ inclusion in inclusive schools, primarily the impact of parents, external centers, and school district policies and legislations.
According to the findings, parents play an essential role in promoting inclusive practices and the transition, admission, placement, and planning procedures of their kid with a disability into a mainstream school and classroom. They may help schools promote their children’s learning and acquisition of new knowledge by following up with them at home and asking teachers for extra help when needed.
SE.N. also emphasized the necessity of parents’ communication and follow-up with her concerning their children and the role of external centers that SODs regularly visit after school. She went on to say that those centers must follow up with the schools and collaborate to assist SODs and engage in successful inclusive schools.
According to Jackson, Ryndak, and Billingsley (2000), family participation is one of the most effective inclusive education methods. According to the study, SODs’ families must be significantly and meaningfully involved in their children’s educational development. Families are required to assist in forming their child’s school mission and its daily routines. They emphasized six significant functions and duties in which the inclusive school can engage the SODs’ families and form the family.
4.3 Question three findings and discussion
The final question findings highlighted and proposed a set of school improvements that principals might use to enhance inclusive classrooms. Based on the findings, the central theme developed offered a set of school reforms for principals to help them promote their inclusive schools. The first theme was that to build an effective inclusive school system, school changes linked to staff development, application of teaching assistance methodologies, financial support, student admission policies, and the rise of special education members and faculties are required. According to the participant teachers, the findings centered on a collection of innovations that they feel can promote and increase inclusion in all private schools in UAQ.
4.3.1 Theme one: To promote and enhance the inclusive school system, school reforms related to staff development, teaching assistance, and rewarding approaches, financial support, student admission policies, and the increase of exceptional education staff are necessary.
The researcher outlines these improvements highlighting their ramifications and citing evidence from the relevant literature when applicable. The educational reforms discussed in this study were divided into six categories. First, systematic professional development and training events for stakeholders on the needs of SODs should be held. Second, peer counseling should be encouraged, and the best methods should be rewarded. Third, a budget must be set aside to meet the needs of SODs in terms of facilities and resources. Fourth, limiting the amount and types of SOD cases can be approved. The fifth point is to reduce the number of students in each class, thus promoting and fostering co-teaching. The sixth point is to increase the number of special education teachers in classrooms.
Professional development and training events for stakeholders on the needs of SODs
Teachers and parents, according to SE.N., should get professional development. “Parents and teachers need professional training to cope with these youngsters effectively,” she said. According to GE.E., teachers should be trained to deal with typical kids. GE.N. also offered a primary rationale for providing workshops for teachers, emphasizing that such training assists teachers in improving their knowledge and teaching approaches without having to rely on special education teachers.
As Ng (2015) discovered in his research, raising awareness about the necessity of inclusive classroom practices is critical, and teacher training and professional development can aid in this effort. Professional development, he continued, could lead to more positive attitudes toward collaboration among special education teachers and support staff. School administrators must think that professional development is essential for everyone, including themselves. Once the principal understands the value of professional development, they will regularly make it available to all school members to ensure that it has a beneficial impact.
Peer counseling
Konza (2008) agreed with the relevance of peer coaching and highlighted several research and models that supported the concept, demonstrating that peer coaching might more effectively implement changes throughout schools. He emphasized the significance of regular weekly coaching or seminar sessions to develop the necessary tactics or abilities. According to the findings of this study, rewarding teachers for their best practices have a significant impact on other instructors. They can be an incredible motivator for them to work at a high level and give their all.
“Plus, of course, sharing best practices across the school,” SE.S. stressed, paving the way for this school transformation. Another school change she mentioned is the need to support and share best practices. SE.S. also talked about how important it is for teachers and schools to network and share best practices. “School leaders should consider networking and sharing practices with others since this will benefit the school,” she said. “Because sharing and networking are not well-supported in private schools, we must share best practices to progress.”
Setting up a budget to meet the needs of SODs in terms of facilities and resources.
For example, SE.A. suggested that principals be aware of the resources needed for their SODs. “Principals need to know the required resources for those pupils and who should be in the resource room,” she asserted. SE.H. also said that after preparing the staff, giving resources in inclusive schools might be considered a second reform.
Financial support should be considered a basis for constructing and implementing innovative school systems and services. One of the suggested reforms that school administrators should implement to ensure that the school facility is adequately prepared with all the criteria for this program is allocating a budget to satisfy the SODs’ demands for facilities and resources. According to Anati (2012), many private schools in the UAE do not have the financial resources to hire additional workers or provide additional support facilities and services. She backed up her assertion by claiming that private schools, where her participants worked, recruited few special education teachers.
Limiting the amount and types of SOD cases admitted into a class.
Principals, according to GE.A., should limit the accepted cases in their schools and conduct extensive interviews with them (SODs) so that they are aware of their limitations and their histories from the start. SE.A. also proposed this reform to school principals, saying that defining the accepted cases will assist prevent behavioral issues by limiting those who can learn and develop. “Knowing which cases go to the regular classroom,” she asserted. Special exams with medical reports, according to SE.M., should be utilized as a basis for admission.
Principals must attempt to restrict the number of SODs who are included and the sorts of disabilities they have. This change can provide those pupils with equal and equitable access to learning opportunities as other students. According to the findings, overcrowding in classes with many SODs can result in teachers failing to pay attention to each student individually. Anati (2012) stated that the participating teachers in her study expressed their concerns about including kids with severe disabilities in the classroom because they require more outstanding help and effort when education.
Reducing the class size and encouraging co-teaching
When there is a large class size and just one instructor, class management and differentiation tactics are usually out of control for teachers because the classroom has many SODs and non-disabled students with varying levels and needs. This was the case in most classes in the schools where the study was conducted, and it was deemed a hurdle in inclusive classrooms by general education teachers. Confirming the existence of this problem, Anati (2012) stated that her anti-inclusion participants claimed that classroom management proved challenging as the number of students with disabilities in the classroom increased, consuming more time from the lesson and consuming more classroom resources.
As a teacher with a big class size with SODs in her classroom, GE.O. verified the need to reduce class size. “If we have special needs students, we should minimize the number of students in each class,” she said. SE.S. continued her recommendation after she discussed class size reform, clarifying that to have large class sizes, principals must appoint two homeroom teachers to each classroom, a practice known as co-teaching. “As noted in the evidence-based learning in inclusive education,” she added, “We should support co-teaching methodologies.” As a result, the principal must either cut class size or use this co-teaching technique.”
Increase the number of special education specialist teachers in classrooms
One of the essential criteria in any inclusive school is the presence of special education teachers, who ensure that SODs are appropriately identified and that their needs are provided in inclusive settings within conventional classrooms and school structures. Many problems will arise if there is a shortage of special education teachers and the number of special education teachers does not match the demands of the SODs who are included. When a general education teacher is unfamiliar with SODs and has one of them in the classroom, this kid will not receive the specialized attention and individualized support required.
SE.H. expressed concerns about a shortage of special education teachers in her school. She emphasized the importance of this reform, saying, “The principal should ensure that there is a sufficient number of employees, such as special education teachers aligned with the number of students (SODs), to ensure that every student has the allocated services he or she needs.” GE.S., who does not have any special education teachers in her school but one special education coordinator, stressed the need for this change to general education instructors unfamiliar with dealing with SODs.
4.4 Summary
This study investigated the role of school principals in promoting inclusion and diversity in elementary schools in UAQ. The researcher investigated the primary elements that influence SODs in inclusive schools and then offered teacher-proposed school-wide changes that school principals can use to help them foster successful inclusive schools. The critical topic addressed in this study was, “How can a school principal promote an inclusive school?”
What are the most critical considerations for incorporating SODs into inclusive schools?
The information gathered helped identify the primary elements that influence inclusion in mainstream schools in UAQ. Furthermore, the data collected highlighted school changes that school principals might use to promote inclusive schools. It was evident from the findings that principals ought to undertake these reforms considering all internal and external factors that directly or indirectly affected SOD and the entire inclusion process. Participant teachers involved in this study showed that all stakeholders’ positive attitudes toward inclusion would enable a successful inclusion program. Therefore, by reviewing this study’s objectives and its findings, the researcher can conclude that the objectives have been achieved.
Below are the themes generated from the findings of this study:
Question one themes:
The perceptions and attitudes of school principals regarding inclusion can influence the attitudes of students
Some private school principals in Umm al Quwain accept many SODs, ignoring their rights and fundamental needs in traditional educational settings.
Most principals promote inclusion by designating support teams and programs to help SODs study.
Question two themes:
General education teachers teaching SOD lack sufficient knowledge and experience with students with disabilities and classroom teaching cases.
Social, emotional, academic, environmental, and cultural factors are among the internal school-based factors that directly impact SODs.
Some external school-based factors indirectly affect SOD and inclusion.
Question three themes:
To promote and enhance the inclusive school system, school reforms related to staff development, teaching assistance, rewarding approaches, financial support, student admission policies, and the increase of exceptional education staff are necessary.
Chapter 5 Recommendations and Implementations
The study’s findings verified the value of relevant research in revealing complex dynamics of determination and the role of principals in developing and supporting inclusive schools. Most importantly, the study and its findings highlighted a humane and just issue: the inclusion of SODs in the regular course of education with their peers who do not have the same limitations as SODs, rather than being confined in isolated learning environments, isolating them from society. The following recommendations and implementations are essential for guiding school principals’ practice in inclusive schools.
Recommendation 1: Promote enrollment of all students in general education
Schools should include all students in a general education classroom that is age-appropriate, heterogeneous, and where they get core instruction in all subject areas. Keep in mind that each class will naturally have a mix of students with and without impairments. Encourage and recruit students with significant cognitive challenges to participate in extracurricular activities and give them the assistance they need. Establishing separate clubs or activities for students with impairments is not good.
Responsibility: The entire school, from the principal to the last staff member, oversees ensuring that SOD students blend well in regular classes. The IEPs should match each child and provide extra accommodations to make SODs fit well in regular schools.
Timeline: This process is continuous where the IEPs are constantly reviewed and adjusted to show and compare progress.
Recommendation 2: Professional Learning/Development
Principals can support and develop staff abilities by offering didactic training for all staff in co-teaching, supporting collaborative communication and meeting skills, processes, and structures. It is critical for trainers to define, research, and stress inclusive education best practices to create an inclusive school culture and atmosphere. Teachers in an inclusive school can arrange support for children with significant cognitive challenges using the Universal Design for Learning approach.
Responsibility: The Head of the departments, in conjunction with the Special Education and general education teachers, can work to design a curriculum that identifies and tackles the needs of all students.
Timeline: This curriculum redesign and upgrade can be done yearly, while constant professional development training can be done quarterly.
Recommendation 3: Communicate with Staff, Students, and Community
This study can demonstrate to school principals the critical role they play in developing inclusive schools. The principal’s position is perhaps the most important in successful inclusive schools. The active participation of the school administrator is the single most critical predictor of success when it comes to implementing change, upgrading services, or charting a new path. It also demonstrates how this position entails putting some actions and ideas into effect to create more inclusive schools that can serve all students with varying needs.
Responsibility: The principal, teachers, and parents can plan and hold constant informal or formal meetings to discuss student progress. The IT team, too, should constantly update the school’s website to reflect its vision and recent upgrades regarding inclusion and diversity.
Timeline: Most schools hold their parent-teacher conferences once each term. On the other hand, teachers can use apps like Class Dojo to constantly stay in touch and do follow-ups with the parents.
Cost: There will be no extra financial cost in planning and holding parent-teacher conferences if planned well ahead of time; however, the school must bear the cost of buying and using an app for communication.
Recommendation 4: Create infrastructures that support all students’ access to a high-quality, inclusive education.
Principals can create a single core instructional planning approach based on standards that consider students’ many cultures, interests and passions, temperaments, sensory and learning preferences, strengths, and limitations. They can also guarantee that all children have access to all resources and assistance available at school.
Principals should also write staff job descriptions that reflect shared ownership of all students’ learning, such as defining general education teachers’ roles as primary instructors for all students and special education teachers’ roles as collaborators with general education teachers to plan and deliver instruction and supports for students’ learning and emotional needs.
Responsibility: This is mainly the role of the principals and the entire management team to ensure that the proper infrastructure and tools are needed to promote an inclusive school.
Timeline: This process will depend on the school’s available resources. The time to implement this can also be based on the need.
Cost: The school must investigate adjusting the yearly budgets to accommodate such infrastructural changes.
Overall, to the best of the researcher’s knowledge, this is the first study to look at the elements that determine whether a school is inclusive, focusing on the role of principals in developing and supporting inclusive schools in the UAE. In this way, the study provided a complete evaluation of school principals’ crucial roles from the perspectives of both special education teachers and general education teachers. The survey findings also revealed that SODs receive insufficient attention due to a lack of attention from principals, a lack of resources, and a lack of knowledge among school communities.
Considering the above, the education sector may not influence principals once they desire changes and are aware of the need for these inclusive school reforms. Therefore, school principals’ awareness is a critical aspect in helping them promote inclusive schools. To ensure that applied inclusive practices reflect essential changes in a school, as Avissar, Reiter, and Leyser (2003) concluded in their study, barriers connected to people’s attitudes and knowledge must be overcome. This may positively impact the inclusion of students with special needs and inclusive educational policies. When the principal understands the importance of inclusive practices for SODs and his or her role in supporting this system, he or she will be more inclined to plan and implement school reforms to make the school more inclusive. A principal’s knowledge, perceptions, and drive to improve are unaffected by the school sector, whether public or private. In other words, most school reforms can be implemented by school administrators if they are prepared to make changes in their school systems to promote inclusive school practices and environments.
Overall, to the best of the researcher’s knowledge, this is the second study to look at the elements that determine whether a school is inclusive, focusing on the role of principals in developing and supporting inclusive schools in the UAE. In this way, the study provided a complete evaluation of school principals’ crucial roles from the perspectives of both special education teachers and general education teachers. The survey findings also revealed that SODs receive insufficient attention due to a lack of attention from principals, a lack of resources, and a lack of knowledge among school communities.
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Appendices
Appendix 1: Consent form for participant sample
Appendix 2: Sample interview question
Appendix 3: Approved Ethical Approval letter