Extent of Implementing the Characteristics of Professional Learning Communities at the UAE Special Education Centers

Abstract

Professional learning communities (PLCs) are formed on the basis of the perception that collaboration among educators is an essential factor to improve and develop the learning environment and students’ outcomes (Hord, 1997; DuFour, 2004). Accordingly, the purpose of this study is twofold: First, we investigated the extent of practicing the characteristics of PLCs at special education (SE) centers in the United Arab Emirates (UAE). Second, we determined whether the PLC skills among SE educators vary on the basis of the type of educator, educational level, years of experience, and students’ disability. We collected our data using Google Forms and with a pre-existing and tested questionnaire (Abdallah, 2021). After collecting filled-out forms from (151) educators, we conducted descriptive analysis and inferential statistics, including Mann–Whitney U and Kruskal–Wallis tests. Our results revealed that educators working with students with disabilities in SE centers have a high level of PLC skills in all domains. Educators’ educational level, years of experience, and students’ disabilities create significant differences in the practice of the PLC characteristics in SE centers. However, the type of educator has no significant difference in implementing these characteristics. Overall, this study can serve as a basis for further research on PLCs within the SE field and addresses the lack of knowledge of this topic. We conclude the effectiveness and readiness of PLCs as a new approach to handling and teaching students with disabilities in the UAE context.