Abstract
This study investigates Emirati universities’ general education program effectiveness in preparing pre-service teachers for inclusive education. It assesses pre-service teachers’ readiness to teach students with special educational needs and disabilities (SEND) after studying two academic subjects in inclusive education and undertaking three practicums. Pre-service teachers’ beliefs, knowledge, and experiences in applying inclusion were explored. Mixed quantitative and qualitative research methods were used to conduct this study. Data for the study were gathered through an online survey, which was developed by the author after gaining feedback from four experts in the field. To validate the results of the survey, semi-structured interviews were conducted with some research participants who completed the survey. The study involved 53 female pre-service teachers specializing in early childhood education, predominantly in their fourth year or internship, all having completed two inclusive education courses. Recruitment was conducted through WhatsApp internship groups and email. The study was conducted at a federal university in the UAE with two campuses. This university was selected because of its strong commitment to inclusive practices for students compared to other universities in the UAE. The results show a positive impact on beliefs but dissatisfaction with inclusion knowledge. The program lacked real classroom-inclusive training, affecting readiness. Based on the findings, we recommend four-year education with diverse inclusive topics and ample teaching practice to improve pre-service teacher preparation.
Presenters
Muna AlhammadiAssistant Professor, College of Humanities and Social Sciences, Department of Education, Zayed University, Dubayy, United Arab Emirates
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Adult, Community, and Professional Learning
KEYWORDS
Pre-service teachers, Inclusive education, Preparation,Early childhood programs
