Mapping Teachers’ preparedness to Teach and Support Children on the Autism Spectrum in Ras Al Khaimah

Abstract

According to the World Health Organization, autism is one of the most common disabilities in the world. The number of children with a diagnosis of autism continues to rise globally, including in the United Arab Emirates (UAE). Research has established that appropriate educational provision is one of the best ways to support children and young people on the autism spectrum and that teacher attitudes have a significant influence on the inclusion of these students in school. However, very little research has been undertaken in the UAE. To address this gap, this study was conducted in Ras Al Khaimah to understand teachers' current knowledge and attitudes toward students on the autism spectrum. Using an online questionnaire, thirty-nine responses were collected from Ras Al Khaimah teachers. The results show that teachers have a mixed knowledge of autism; they demonstrate a good understanding of autism in some areas but also lack information or knowledge in others. Similarly, while they are in favor of inclusive education as a concept, they also expressed concerns about including students who may need additional support because of their communication or behavioral differences. Based on the research findings, this paper recommends steps that can be taken to increase inclusive educational practices for students on the autism spectrum in the emirate.