Date of Defense
14-4-2026 3:00 PM
Location
Microsoft Teams
Document Type
Thesis Defense
Degree Name
Master of Education (Special Education)
College
CEDU
Department
Special and Gifted Education
First Advisor
Dr.Mohammed Al Rashaida
Keywords
Equine-based therapy, developmental disabilities, autism spectrum disorder, intellectual disability, Down syndrome.
Abstract
This thesis explores parents’ perspectives on the effectiveness of equine-based therapy (EBT) in improving social skills among children with developmental disabilities in the United Arab Emirates (UAE). Equine-based therapy has gained increasing international attention; however, research in the Gulf region remains limited, especially qualitative studies exploring parents’ lived experiences. The main objective of this thesis is to explore parents’ perceptions of changes in their children’s social development following participation in equine-based therapy and to examine the cultural relevance, benefits, and challenges of EBT implementation within the UAE context. A qualitative descriptive design was used. Semi-structured interviews were conducted with 11 parents of children diagnosed with developmental disabilities who had participated in equine-based therapy for at least four months. Data were analyzed using Braun and Clarke’s (2006) six-phase thematic analysis framework. Five themes emerged from the analysis: social interaction and communication; emotional and sensory regulation; physical and motor development; the therapeutic relationship between the child, horse, and trainer; and contextual barriers and recommendations. This study provides culturally grounded qualitative evidence from the UAE and expands predominantly autism-focused literature by including perspectives related to intellectual disability and Down syndrome. The findings highlight the interconnected social, emotional, and environmental mechanisms supporting therapeutic change. The study addresses the regional research gap by offering in-depth qualitative insights into parents’ experiences of equine-based therapy within the UAE, contributing to theory, practice, and policy discussions in inclusive rehabilitation services.
Included in
THE EFFECTIVENESS OF EQUINE-BASED THERAPY IN DEVELOPING THE SOCIAL SKILLS OF CHILDREN WITH DEVELOPMENTAL DISABILITIES IN THE UAE: PARENTS’ PERSPECTIVES
Microsoft Teams
This thesis explores parents’ perspectives on the effectiveness of equine-based therapy (EBT) in improving social skills among children with developmental disabilities in the United Arab Emirates (UAE). Equine-based therapy has gained increasing international attention; however, research in the Gulf region remains limited, especially qualitative studies exploring parents’ lived experiences. The main objective of this thesis is to explore parents’ perceptions of changes in their children’s social development following participation in equine-based therapy and to examine the cultural relevance, benefits, and challenges of EBT implementation within the UAE context. A qualitative descriptive design was used. Semi-structured interviews were conducted with 11 parents of children diagnosed with developmental disabilities who had participated in equine-based therapy for at least four months. Data were analyzed using Braun and Clarke’s (2006) six-phase thematic analysis framework. Five themes emerged from the analysis: social interaction and communication; emotional and sensory regulation; physical and motor development; the therapeutic relationship between the child, horse, and trainer; and contextual barriers and recommendations. This study provides culturally grounded qualitative evidence from the UAE and expands predominantly autism-focused literature by including perspectives related to intellectual disability and Down syndrome. The findings highlight the interconnected social, emotional, and environmental mechanisms supporting therapeutic change. The study addresses the regional research gap by offering in-depth qualitative insights into parents’ experiences of equine-based therapy within the UAE, contributing to theory, practice, and policy discussions in inclusive rehabilitation services.