The Relationships between General Teachers & Special Education Ones
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It is generally accepted that inclusive education will be the norm in mainstream schools over the next few years as a result of increasingly straightforward federal laws. To attain an appropriate annual development that suits all students regardless of their different abilities, inclusion must be planned and implemented adequately. Research has proven that a major component of successful and convenient inclusion is the degree of understanding of roles and responsibilities held by different stakeholders, in particular, the clear delineation of responsibilities of general education classroom tea...
It is generally accepted that inclusive education will be the norm in mainstream schools over the next few years as a result of increasingly straightforward federal laws. To attain an appropriate annual development that suits all students regardless of their different abilities, inclusion must be planned and implemented adequately. Research has proven that a major component of successful and convenient inclusion is the degree of understanding of roles and responsibilities held by different stakeholders, in particular, the clear delineation of responsibilities of general education classroom teachers as well as special education teachers' ones. The purpose of this case study is to scrutinize the responsibilities of three Cycle 1 schools' regular classroom teachers and special education teachers and also the extent of collaboration between both parties regarding inclusive education in the emirate of Abu Dhabi, United Arab Emirates (UAE). The study explores the teachers' attitudes, knowledge and skills that affect the progression of inclusive education in UAE.
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