Date of Defense
6-2025 1:30 PM
Location
H1-2024
Document Type
Thesis Defense
Degree Name
Master of Education (Special Education)
College
CEDU
Department
Special and Gifted Education
First Advisor
Dr. Mohammad Al Rashaida
Keywords
Special Educational Needs (SEN), Professional Development (PD), Challenges, Behavior Management, Inclusive Education, United Arab Emirates (UAE).
Abstract
Inclusive education has become a major educational priority globally and within the United Arab Emirates (UAE), driven by policies promoting the full participation of students with special educational needs (SEN) in inclusive classrooms. This study explores how elementary-level general education teachers perceive the quality of professional development (PD) in addressing their challenges with behavior management of students with SEN in inclusive classrooms. A qualitative case study approach was used, utilizing semi-structured interviews. Three overarching main themes were generated from the interviews, which were further categorized into eight themes and 18 subthemes. The findings indicated that teachers face challenges from the behavioral issues of SEN students in inclusive classrooms, affecting both typical peers and teachers. Moreover, teachers had mixed perceptions of PD quality, noting significant advancements in some areas and acknowledging gaps. Many teachers expressed concerns about its overall design, delivery, and limited relevance of the content. Teachers emphasized the need for ongoing, practical, and context-specific training aligned with classroom realities. The study concludes with evidence-informed implications, grounded in the interview findings, aimed at improving teacher readiness, instructional effectiveness, and outcomes in inclusive classrooms. It offers an original contribution by adding to the UAE’s inclusive education policy discussions, providing insights into increasing teacher capacity for behavior management in inclusive settings.
EXPLORING THE QUALITY OF PROFESSIONAL DEVELOPMENT IN ADDRESSING CHALLENGES WITH BEHAVIOR MANAGEMENT OF SPECIAL NEEDS STUDENTS IN INCLUSIVE CLASSROOMS: AN INSTRUMENTAL CASE STUDY
H1-2024
Inclusive education has become a major educational priority globally and within the United Arab Emirates (UAE), driven by policies promoting the full participation of students with special educational needs (SEN) in inclusive classrooms. This study explores how elementary-level general education teachers perceive the quality of professional development (PD) in addressing their challenges with behavior management of students with SEN in inclusive classrooms. A qualitative case study approach was used, utilizing semi-structured interviews. Three overarching main themes were generated from the interviews, which were further categorized into eight themes and 18 subthemes. The findings indicated that teachers face challenges from the behavioral issues of SEN students in inclusive classrooms, affecting both typical peers and teachers. Moreover, teachers had mixed perceptions of PD quality, noting significant advancements in some areas and acknowledging gaps. Many teachers expressed concerns about its overall design, delivery, and limited relevance of the content. Teachers emphasized the need for ongoing, practical, and context-specific training aligned with classroom realities. The study concludes with evidence-informed implications, grounded in the interview findings, aimed at improving teacher readiness, instructional effectiveness, and outcomes in inclusive classrooms. It offers an original contribution by adding to the UAE’s inclusive education policy discussions, providing insights into increasing teacher capacity for behavior management in inclusive settings.