Abstract
After the enactment and implementation of a series of inclusive education policies in the United Arab Emirates (UAE) and worldwide, a number of challenges have hindered the effective implementation of these policies. The current study investigated the conditions of inclusive schools in the context of the UAE and focused on examining the role of school principals in promoting inclusive schools in the city of Al Ain, UAE. A qualitative research design was employed using a phenomenological approach. A semi-structured interview protocol was used to gather data from the participants. A total of 10 special education and general education teachers, five from public schools and five from private schools, participated in the study. The qualitative data was then refined and analyzed using thematic analysis. The findings demonstrated the key role of principals in creating and promoting inclusive schools when considering the factors that affect the inclusion of students of determination (SODs), referring to students with special needs, and when implementing effective inclusive practices in schools. Principals’ awareness of inclusive education emerged as a significant factor in creating and promoting inclusive schools. These findings shed light on conditions that could promote inclusive schools in the UAE context and increase policymakers’ and practitioners’ in acknowledging the key role played by principals in the effective implementation of inclusive schools. The study recommended a systematic provision of professional development, targeting the enhancement and improvement of principals’ awareness of inclusive education and schools.
Highlights
Principals are considered key actors responsible for operating and directing all administrative functions of schools successfully and effectively
In terms of the first research question of this study, the interview results revealed that the teachers who participated believe that school principals play a major role in promoting inclusive schools with regard to two areas: their attitudes and their behavior
The second question results related to the main factors that affect SODs inside and outside schools, as suggested by general and special education teachers from Al Ain schools
Summary
Principals are considered key actors responsible for operating and directing all administrative functions of schools successfully and effectively They have significant responsibilities in maintaining the effective internal functioning of school systems, representing the school in the community, and implementing educational policies with precision. Dyal et al (1996) noted that a school principal plays a vital role in forming an educational climate, which provides learning opportunities for all students, including those with disabilities. They further explained that a principal could build a community of learners or allow classrooms, students, and teachers to act autonomously and reported that school principals’ attitudes, roles, relationships, and visions are active parts of an inclusive school environment. Cohen (2015) claimed that a school principal is the most key agent of change in a school, as they are the central actor who contributes to the creation and promotion of a successful inclusion program
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