School social workers’ attitudes to inclusion in regular classrooms in the United Arab Emirates

Abstract

ABSTRACT The aim of this research is to investigate school social workers’ attitudes to educational inclusion in regular classrooms regarding different variables. Using an attitude scale, we investigated 232 social workers from the UAE regarding age, gender, nationality, type of school, years of experience, and area of residence. Educational placement variables for different disabilities, and school accessibility, were also investigated. Gender, age, school type, and experience did not impact attitudes to inclusion, but nationality, residence, and educational placement did. Social workers reported that UAE schools are inaccessible to students with disabilities. Inclusive education provides better quality education for all and helps change discriminatory attitudes. Schools enable the development of social ties and interactions through a framework for first interactions outside the home. When students with different skills and experiences play and learn together, respect and understanding increase. School social workers can be the key to facilitating this.