Understanding Inclusive Education Practices in Sharjah Schools

The purpose of this study was to explore inclusive practices in Sharjah schools. Findings are based on interviews with staff in a variety of roles in four Sharjah schools. The study aimed to understand how inclusive education policies are currently interpreted and put into practice in Sharjah schools. This report describes the research undertaken, our findings and recommendations which can inform future educational practices and policy development in Sharjah. Key findings reveal: ▪ Commitment to inclusion: School leaders and teachers demonstrated a strong ethos of support for Special Educational Needs and Disabilities (SEND) and a commitment to creating inclusive schools. However, there are differing opinions on what "inclusive practice" may mean, affecting how schools implement and evaluate their practices. ▪ Teacher confidence: There may be gaps in teachers’ knowledge and confidence to teach children with SEND. Schools would welcome Professional Development to enable teachers to confidently teach a diverse range of students. ▪ Funding and resources: The type of support for SEND varies across and within schools due to differences in school budgets and the ability of parents to pay for diagnosis and additional support. ▪ Low identification of SEND: Schools report low numbers of students identified with SEND. Schools feel that improved societal attitudes, parent engagement, revised admissions policies, and accessible assessment of needs could support more children with SEND to access inclusive education in regular classrooms