Grammar three Lecture four By: Eman Alkatheery Eman Alkatheery.
Eman Gaad 1 The Emirati quest for inclusive education: Good practice and what more can be done.
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Transcript of Eman Gaad 1 The Emirati quest for inclusive education: Good practice and what more can be done.
Eman Gaad
1www.britishcouncil.ae
The Emirati quest for inclusive education: Good practice and what more can be done
2
Outline
• What is on offer for students with disabilities in the UAE
• Challenges facing students with disabilities at all educational levels
• Lessons learned and what could be done to support both students and teachers for effective inclusive educational system
What is on offer for students with Special Needs in
the Gulf
Academic inclusion
Social inclusion
Type of disability vc type of provisions
Barriers to inclusion of students with special needs in the region
November 2010
Dr. Eman Gaad
3
Challenges facing students with special needs at all
level Types of challenges Types of challenges
Why?Why?
How?How?what?what?
When the energy meets the particles or molecules in the
medium, they cause the molecules to move, or vibrate.
The wave moves through the medium but the particles stay in place. The particles bounce around or move up and then down and return to the same place they were before they started vibrating.
When you see the “wave” at the football
game; the wave moves around the
stadium; but the people stay in their seats!
Only energy moves…not the particles or matter!
Education Levels in Abu Dhabi, 2010
10
Abu Dhabi population education levels estimates for 10 years old and over, Mid 2010 (source: statistical Yearbook of Abu Dhabi 2011, p.199)(Al Bakeri EdD unpublished Dissertation 2014)
Primary….current status of SEN Government Sector
Government centres Special class in a regular schoolIn a regular classroom (VI, and PI, and the unseen special needs)Hospital schooling/day care (ASD, and PMLD units) Schools for All project (40 + schools across the country but not in Private SectorSpecial unit in a regular schools (Dyslexia or ADHD)Special day care centres (Autism Centre)Boarding centres (Al Ain Private Rehab Centre) In a regular classroom (very few with permission+ shadow teacher )Paid + Shadow teacher or TA (paid by parents)+ helper in some cases
Secondary
Very few with ID
All learners with HI can
access secondary Education
Other disabilities …..
selective schooling
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Challenges related to inclusion at all levels Managing Complex Change
Incentives
ActionSkills
CHANGE+ + + + =
Incentives
Action CONFUSION+ + + =
Visio Action ANXIETY+ + + =
Action RESISTANCE+ + + =
FRUSTRATION++ + =
TREADMILL+ + + =Vision
Vision
Vision
Vision
Vision
Skills
Resources
Skills
Skills
Skills
Skills
Incentives
Incentives
Incentives
Incentives
Incentives
Resources
Resources
Resources
Resources
Action Plan
Action Plan
Action Plan
Action Plan
Action Plan
Elements to make inclusive of people with
SN/Disabilities work
Vision (support UAE vision for a cohesive society)
Skills (capacity building-PD)
Incentives (what's in it for participants)
Resources (cutting age resources)
Action plan
Change …real change
Universities or other educational facilities provisions in UAEDegrees
Federal Bed - Diplomas
Semi Government (BUiD) PG Dip, MEd and EdD
Private MA
Off campus degrees MEd (not accredited in UAE)
PD Courses
Casual needs-based
PD courses
NGOs Personal/SCR Initiatives (not sustained)
Teachers/Lectures and ProfessionalsTeachers/Lectures and Professionals
Training for staff Differentiated instruction: learning of
students with special needs in that levelAttitudes (teachers vs University lectures)Assessment and differentiation Paper Work The Follow up…students moving around
and across subjects
A pressing question that was explored by participants was: Are
there any differences between attitudes of school teachers and
university lecturers when it comes to teaching students with
special needs?
Lecturers and instructors of the interviewee sample from the tertiary level sector showed no difference from the above. Words like ‘those difficult cases’ and ‘the demanding different students in my lecture’ were mentioned. The attitude in general was rather looking at their disabilities not their abilities.
November 2010
Dr. Eman Gaad
19
Recommendations • Data from interviews showed suggestions from faculty for future practice:
• Training from Smart Board consultant on how to use the Smart software to prepare educational
lessons.
• Disability center needs to have a good communication system for distributing resources.
• Training on Blackboard class organizational system
• Equipment needs to be available from Disability Center
• Professional development in specific disabilities, learning needs, and accommodations.
• Communication to faculty about needs of students who signed up for classes: ? (Center provides
assessment and recommended accommodations and sends to advisors) ?from the Advisors ?
from the students themselves
• Orientation for all staff about emergency procedures.
www.britishcouncil.org 21
When? Before and during service
Who is involved? Students!
How?
Modeling, sharing, and seeking support
Professional Development