This study examines the structural and contextual challenges of the UAE school teachers in managing over-sized classrooms, implementing differentiated instruction, and building inclusive classrooms. From early years/primary school teachers' qualitative data, the study identifies two overall areas: the highest significance of classroom assistants and contextual problems resulting from the mismatch between the curriculum and language and the intense monitoring of teachers. The teachers were concerned with the workload in meeting the varied learning needs with the lack of Teaching Assistant (TA) coverage and the expectations of curricula delivered in the English language for multilingual classrooms. Teacher burnout through workload and monitoring by various inspection bodies was further exemplified through the research. The findings are in alignment with global literature on inclusive education and teacher autonomy. Florian and Black-Hawkins (2011) highlight the necessity of pedagogy that is inclusive beyond the level ordinarily delivered to all students instead of differentiating to benefit all through provision for needs of some. Ainscow (2020) also talks about the necessity of system change to drive inclusion and equity in education on the lessons learned from around the world. The OECD's TALIS 2018 Results (Volume II) also highlight the necessity of treating teachers and school leaders as professionals and valuing them as such, and calling for enhanced work conditions and professional autonomy (OECD, 2020). In the UAE's multi-cultural education context, these findings suggest the need for systemically backed modes, including specialist

Authors:
Nagla Ali, Emirates College for Advanced Education, United Arab Emirates
Eman AlKaleh, Emirates College for Advanced Education, United Arab Emirates

About the Presenter(s)
Dr Naglaa Ali is a University Associate Professor/Senior Lecturer at Emirates College for Advanced Education in United Arab Emirates

See this presentation on the full schedule – Saturday Schedule

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