Date of Defense
10-11-2025 11:00 AM
Location
Room 0009, Building H1
Document Type
Thesis Defense
Degree Name
Master of Education (Special Education)
College
College of Education
Department
Special and Gifted Education
First Advisor
Dr.Mohammad Al Rashaida
Keywords
Multi-Tiered system or support (MTSS), Special Education (SPED), Special Needs Education Coordinator (SENCO), United Arab Emirates (UAE).
Abstract
This study examines the implementation and efficacy of the tiered model of support for students with additional learning needs in the UAE, in line with ADEK’s inclusion policy. The model relies on accurate identification of students, effective teacher intervention, and collaboration with parents to ensure positive learning outcomes. The study aims to evaluate the practical application of this model by assessing the validity and reliability of commonly used identification tools, such as MAP and CAT4, examining teacher preparedness, training, and progress monitoring strategies, and exploring school administrators’ perspectives on the system’s effectiveness. Using a mixed-methods approach combining assessment data analysis, surveys, and interviews, the study identifies strengths and limitations in current practices, the readiness and support of teachers to deliver interventions, and administrators’ engagement and reflections on student outcomes. Findings provide insights into how evidence-based identification, teacher training, and administrative involvement can be enhanced to improve inclusive education. By linking these critical components, the study fills gaps in understanding the practical application of the tiered support model and offers guidance for optimizing its implementation to better support students with additional learning needs.
EVALUATING THE IMPLEMENTATION AND EFFECTIVENESS OF THE TIERED SUPPORT MODEL FOR STUDENTS WITH ADDITIONAL LEARNING NEEDS WITHIN ADEK’S INCLUSION POLICY FRAMEWORK
Room 0009, Building H1
This study examines the implementation and efficacy of the tiered model of support for students with additional learning needs in the UAE, in line with ADEK’s inclusion policy. The model relies on accurate identification of students, effective teacher intervention, and collaboration with parents to ensure positive learning outcomes. The study aims to evaluate the practical application of this model by assessing the validity and reliability of commonly used identification tools, such as MAP and CAT4, examining teacher preparedness, training, and progress monitoring strategies, and exploring school administrators’ perspectives on the system’s effectiveness. Using a mixed-methods approach combining assessment data analysis, surveys, and interviews, the study identifies strengths and limitations in current practices, the readiness and support of teachers to deliver interventions, and administrators’ engagement and reflections on student outcomes. Findings provide insights into how evidence-based identification, teacher training, and administrative involvement can be enhanced to improve inclusive education. By linking these critical components, the study fills gaps in understanding the practical application of the tiered support model and offers guidance for optimizing its implementation to better support students with additional learning needs.