A Qualitative Study on Dubai’s Inclusive Education Policy from School Leaders’ Perspectives

Abstract

Inclusive education recognizes the diverse needs of students and ensures that each student has equal opportunities to learn and succeed. The Dubai government has implemented an inclusive education policy aimed at promoting equity and inclusivity in schools. This study aimed to investigate school leaders’ understanding, implementation, and perspectives of the Dubai Inclusive Education Policy Framework (DIEPF). To gather data, a qualitative study was conducted using semi-structured interviews with ten school leaders from private schools located in Dubai, United Arab Emirates (UAE). The findings show that school leaders have a strong understanding of the policy and deem it significant. This study also found evidence of effective strategies implemented by school leaders to promote inclusive education. However, challenges in the UAE resonate with those worldwide, such as inadequate funding, high student–teacher ratios, a shortage of specialized staff, and limited training opportunities for teachers. These findings emphasize the significance of ongoing professional development and training of educators involved in inclusive education. Implications for practice and suggestions for future research are provided.

Keywords Inclusive education, Policy practice, School leaders, Dubai