The Ministry of Education's (2007) and KHDA’s (2017) frameworks, as well as Law No. 26 (2006), have all contributed to the United Arab Emirates’ (UAE) notable progress in advancing inclusive education. A neurodevelopmental disorder characterised by impulsivity, hyperactivity, and inattention, Attention Deficit Hyperactivity Disorder (ADHD) can have a significant impact on a student's social and academic growth. This study investigates general education teachers’ perspectives on integrating ADHD students into regular classrooms. A questionnaire and semi-structured interviews with ten teachers from pre-primary through high school comprised the mixed-methods approach. The results indicate that varied instruction, cooperation with SEN departments, and ongoing assistance are necessary for successful inclusion, and that instructors’ perspectives are influenced by their own experiences. The study offers recommendations to support students with ADHD and enhance inclusive practices across private and public schools.

Assistive technology plays a pivotal role in supporting individuals with developmental conditions by fostering independence and addressing needs across physical, cognitive, and communicative domains. Despite its benefits, widespread adoption remains limited due to high costs, usability challenges, and limited real-world applicability. This study offers a comprehensive overview of assistive technology's role in the context of developmental conditions by outlining key research areas and influential publications. Using a scientometric approach, we examined 1322 documents from Scopus and their 44,699 references. Co-citation analysis revealed three main thematic clusters and identified four particularly impactful publications, with the most influential authored by Lancioni and Singh (2014). A qualitative analysis of the clusters highlighted three recurrent research themes: (1) communication and mobility in individuals with profound developmental conditions; (2) cognitive functions and autonomy in individuals with developmental and intellectual conditions; and (3) communication and social cognition in autism. These areas reflect the increasing integration of assistive technologies into therapeutic, educational, and daily life contexts, enhancing quality of life, autonomy, and social participation. Emerging research also underscores the ethical need to design technologies that respect the preferences and lived experiences of individuals with developmental conditions, avoiding the imposition of neurotypical norms. Co-participation in design is gaining prominence, promoting more personalized, inclusive, and neurodiversity-oriented approaches.

The purpose of the study was to explore the perceptions of nursing education stakeholder of the inclusion of students with disabilities in nursing education programs in the United Arab Emirates (UAE) and barriers to their inclusion. A sequential exploratory mixed-methods design was used. Data was collected using unstructured interviews and questionnaires. Thematic analysis of the interviews with seven nursing education stakeholders revealed the following barriers to the inclusion of nursing students with disabilities: (1) Nature of disability, (2) knowledge of nursing faculty, (3) attitudes, (4) communication, (5) resources, (6) nursing program requirements, (7) admission and support policies, and (8) disability outreach activities. In total, 284 nursing education students and 29 nursing education faculty members from health science academic institutions in Abu Dhabi, Ajman, Al-Ain, and Al Dhafra in the UAE completed the questionnaires. The descriptive and inferential statistical analysis of the responses of nursing education faculty members and nursing education students was performed using SPSS software. The findings showed that both educators and students had concerns regarding the inclusion of students with disabilities. However, implementing facilitators and overcoming barriers can enhance the accessibility of nursing students with disabilities to nursing education programs. The findings also showed significant differences in the perception of nursing students and faculty of inclusion concerning their interactions with students with disabilities and having completed a course about individuals with disabilities.

The global focus on inclusive education has intensified, with countries working to ensure equal school access for all, including those with disabilities. China has made significant legislative advancements to support inclusive education in line with international standards. However, challenges remain in implementing inclusive practices and delivering quality education to children with special needs. This study analyses China’s inclusive education system, examining its policy framework, social and cultural context, historical evolution, and implementation challenges. It highlights the need for comprehensive reforms to address gaps and foster true inclusion. Key recommendations include ongoing monitoring, clear policy directives, increased family involvement, and enhanced teacher training. The study calls for a holistic approach to ensure social inclusion and equity, aiming to build a more inclusive society for individuals with disabilities in China.

Many countries have adopted inclusive education policies addressing diversity, but implementation challenges remain, especially in Pakistan. Here, inclusive education reflects the country’s willingness to allow every student to study at quality institutions while recognizing cultural and intellectual differences. Major obstacles include public attitudes, infrastructure shortages, and unprepared teachers. This paper reviews sociocultural factors within policy frameworks and suggests strategies like awareness programs, professional training, and policy reform. Prioritizing inclusivity, equity, and social justice can help Pakistan create a fair system that fosters a tolerant community, allowing every individual to reach their full potential.

The purpose of this study is to highlight the impact of distance learning on identifying primary students with specific learning disorders (SLD) during the COVID-19 pandemic in two private schools in Ajman city in the UAE. The present paper is a small-scale study that employed the qualitative design method to gather responses to the research question, depending on semi-structured interviews. A thematic analysis was used to analyze data collected from 101 teachers, parents, special education teachers, and coordinators. In light of the results, the study revealed that schools faced obstacles, which hindered the effective identification during distance learning. Findings referred these barriers to lack of knowledge and awareness about students with SLD, lack of instructions, resources, and data, as well as lack of assessment reliability and validity and poor student evaluation. In addition, there was lack of communication and coordination among teachers, special education teachers, coordinators, and parents. Lastly, the absence of a team of experts and trained teachers in the field played an important role. The study wrapped up with a list of recommendations for effective identification in an online environment such as training teachers on inclusive education, establishing a well-articulated and efficient policy for identification methods in the schools, and raising awareness within the school community. Stakeholders and policymakers are urged to examine the problem from different perspectives to overcome all the barriers hindering effective identification. Finally, various factors posed limitations to the study, including restricted access to schools, restrictive rules of social interaction during the pandemic, and having to rely solely on semi-structured interviews. The significance of this study arises from the sacristy of research, at least locally, and the increasing numbers of cases of learning difficulties, as well as the lack of awareness among all stakeholders on dealing with such cases.

INTRODUCTION:Artificial Intelligence (AI) mediated systems have become important in educational set-ups, and it is still debatable whether or not they can be useful in special needs education. This qualitative research scrutinizes the experiences and perceptions of exceptional learners, as an example of special needs education, engaged in AI-mediated discussions versus traditional classroom dialogues. The study aims to reveal how these learners process and construct knowledge differently when AI is incorporated into their discussions and how it compares to conventional learning environments.METHODS:The methodology entailed a detailed qualitative analysis, drawing upon cognitive psychology to assess how exceptional learners process information and engage in higher-order thinking. Data were collected through interviews, observation, and content analysis of AI-mediated discussions.RESULTS:FINDINGS: from the study highlighted the capacity of AI technologies to offer personalized and intellectually stimulating educational experiences that resonate with constructivist approaches, promoting active learning and tailored instruction for exceptional learners. However, the research also brought to light certain challenges, including the tendency for confirmation bias and the risk of information overload within AI-mediated environments, which can complicate the learning trajectory within the zone of proximal development.DISCUSSIONS:The study underscores the dynamic interplay between AI technologies and educational processes for exceptional learners. It suggests that while AI can enhance personalized learning, it also introduces unique challenges that must be navigated carefully. Ultimately, this research lays a theoretical and empirical groundwork for the thoughtful integration of AI in supporting inclusive education, emphasizing the importance of continuous evaluation and adaptation.

The study examines issues related to achieving meaningful participation in class activities as an element of social inclusion of learners with cognitive disabilities aged 14-19 years that are enrolled in educational institutions (schools/centres) during COVID-19 in United Arab Emirates. The paper relied on a qualitative approach with 5 sessions of virtual observation and 18 semi-structured virtual interviews with learners themselves and their care givers/parents as the main methodological tool given lack of access to physical means at the time of data collection during the global pandemic (2021-22). The analysis was thematic, focusing on explored and extracted main issues that impact one important aspect of the social inclusion of such learners, which is their active participation during a difficult time. The results showed that learners with cognitive disabilities faced additional several issues in addition to what members of the surrounding community dealt with during the disaster. Data revealed that they were immensely affected by the pandemic, with another layer of social isolation, lack of peer interaction as well as family restriction that is directed at them with additional measures than everyone in the household. It also showed that despite the efforts and programmes designed by schools/institutes that were in place to support their engagement in academic and social activities, participation as an important social aspect of their school lives was badly impacted. Despite calls for prioritizing such learners, the study revealed that learners with cognitive disability were constructed as 'last on the list' among class community members in terms of their participation and active engagement in different class activities. The data were purposefully collected at a time that is unlikely to be replicated for many years to come (a global pandemic), the purpose was to give a reflection on the status allocated to such individuals during hard, unusual and/or difficult times for any future practice. The paper forwards recommendations to support educational institutions to promote active participation of learners with cognitive disabilities.

AbstractThis study investigates the SEND policy implementation in one private school in Dubai. It highlights whether the school’s teachers and support staff adopted and effectively implemented the SEND inclusion policy. The investigation process focuses on three areas which are curriculum modifications, Assessment differentiation, and teacher’s professional development. A qualitative research study of semi-structured interviews has been conducted to investigate the effectiveness and challenges of SEND policy implementation; for this purpose, interviews were conducted with the school’s teachers for data analysis; the researcher has decided to use the qualitative approach because it shows a subjective evaluation of beliefs, behaviour, and attitudes, the total number of participants were two subject teachers and one school principal. This study investigated all the significant aspects, and the overall result was conducted to provide the proper recommendations. The qualitative study findings indicate that the school policy implementation is very effective, and teachers’ awareness of the inclusion policy is appropriate. Nevertheless, they face difficulties in accommodating students’ needs in the classroom due to the massive number of students in each classroom. Also, it showed that the inclusion support team acts as a backbone in supporting the teachers through the weekly meetings, which help them modify the curriculum and accommodate the assessment for their students. In terms of challenges, the school has few numbers of inclusion support teachers; therefore, it leads to some challenges teachers face when implementing the policy.

The sudden closure of learning institutions due to the unprecedented COVID-19 pandemic has impacted education all over the world. With remote learning playing an increasingly important role in teaching during the pandemic, it is crucial to identify the variables that influence students’ behaviors in using online education. Framed within the Technology Acceptance Model, this study examined undergraduate students’ behavioral intention toward their remote learning experience at a federal higher education institution in the UAE. A random sample of 216 undergraduate students responded to an online survey. The results suggest that Perceived Ease of Use (PEU) and Perceived Usefulness (PU) positively impacted undergraduate students’ acceptance of remote learning. In addition, data analysis revealed no significant difference between male and female students’ attitudes towards remote learning. The results of this study are important to inform future efforts in facilitating institutional readiness for online education.

This chapter draws upon research conducted in the United Arab Emirates (UAE) on parents' perspectives of transition in early childhood intervention (ECI) for children with special educational needs and disabilities (SEND). The research followed a sequential exploratory mixed methods design to collect both qualitative and quantitative data. Data were collected from semi-structured interviews with 11 parents of children with different types of SEND, followed by a cross-sectional survey administered to (183) parents. Thematic analysis of interviews revealed that parents perceive the transition process as: “smooth,” “stressful,” and “blurring.” Descriptive and inferential statistical analysis tests of the parents' responses to the cross-sectional survey showed significant differences among parents' perspectives toward transition with respect to parents' gender, education, type of child with SEND, and educational setting; no significant differences were found regarding children's gender. Implications for practice regarding transition from ECI to inclusive education are addressed through a transition framework introduced at the end of this chapter.

The purpose of this study is to assess and investigate the relative contribution of assistive technology (AT) against other six intervention strategies. The student performance profile (SPP) was used as an instrument for the first time in the Middle East and in the United Arab Emirates (UAE). The study applied quantitative methods and parametric techniques, such as One-Way ANOVA, Fisher Pairwise Comparisons, and paired t-tests, as well as descriptive and inferential statistics utilizing the data gathered during the research. This research was conducted at six public schools in Abu Dhabi City, covering 126 students with Special Education Needs and Disability (SEND) with varying disability types. Students were from grades 1–12 and from ages 5–24. The student performance profile (SPP) was redesigned to suit the UAE education system and schools. The data was then collected, studied, and analyzed using Minitab® 17. The analyzed data inferred that Assistive Technology, redesign the activity or adaptations of specific curricular tasks, and personal assistance intervention strategies make similar high-level of contributions to help students with SEND to achieve individualized education program (IEP) objectives and goals among seven intervention strategies.

This study investigates the academic staff's perception of blended learning adoption in higher education (tertiary level) as well as the barriers to this adoption. To this end, 6 academic staff, joining the faculty of education, in one of the research-based universities in the UAE, completed a self-administered survey. A mixed methods approach was used to collect both quantitative and qualitative data. The results suggest that the academic staff are fully aware of the importance of integrating blended learning. They are also ready to adopt any innovation that would help students advance in their study provided that the adoption and provision of these technologies are accompanied by professional training. The results also show that the only barrier that inhibits the adoption of technology is the lack of a clear policy on this integration and also the lack of blended learning-enabling software. This research paves the way for more research on the integration of blended learning at the tertiary level. It also raises some recommendation to the management of the university, where the study was conducted, to adopt more advanced features of Blackboard such as Blackboard collaborate.