The Attitudes of Parents of Typically Developing Students towards Including Students with Disabilities in Mainstream Classrooms in the United Arab Emirates

Autor/inn/en	Dukmak, Samir Jabra; Gharaibeh, Mahmoud; Alkhatib, Razan Numan; Ijha, Mervat Amin
Titel	The Attitudes of Parents of Typically Developing Students towards Including Students with Disabilities in Mainstream Classrooms in the United Arab Emirates
Quelle	In: Journal of Research in Special Educational Needs, 23 (2023) 4, S.323-334 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dukmak, Samir Jabra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1111/1471-3802.12603
Schlagwörter	Parent Attitudes; Students with Disabilities; Mainstreaming; Inclusion; Family Characteristics; Positive Attitudes; Educational Attainment; Parent Background; Gender Differences; Age Differences; Place of Residence; Family Structure; Foreign Countries; United Arab Emirates + Suchen Sie Ihr Suchwort? Elternverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Bildungsabschluss; Bildungsgut; Elternhaus; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Wohnort; Familienkonstellation; Familiensystem; Ausland; Vereinigte Arabische Emirate
Abstract	This study investigates the attitudes of parents of typically developing students towards teaching students with disabilities in the mainstream classrooms, in relation to various family characteristics. This quantitative research employed a descriptive questionnaire survey to investigate the attitudes of parents of typically developing students towards teaching learners with disabilities in regular classrooms. A total of 419 parents of students from Cycle 1 and 2 classrooms in the United Arab Emirates completed the questionnaire. Parents showed positive attitudes towards teaching students with disabilities in the mainstream classrooms. Respondents who had no schooling were found to express more positive attitudes than those who had a college or university education, as were those with a 'schooling' level of education. The results revealed no significant relationship between respondents' attitudes towards inclusion and their gender, age, place of residence or the number of children in the family. The UAE Ministry of Education should recognize the importance of this study's findings when implementing the ministerial resolution regarding the philosophy of educational inclusion in all mainstream schools in the UAE. This can be seen as a measure to improve the quality of life and education of all marginalized students, especially those with disabilities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01