Lack of Teacher Involvement or Engagement in the Behaviors of Sen Students

In the United Arab Emirates, students with special needs are often not given the same opportunities as their peers to succeed in school. There needs to be more teacher involvement or engagement in the behaviours of SEN students in Dubai. This is a problem of practice because it results in students needing more individualized attention and support. This can make students feel isolated and misunderstood, impacting their academic performance and social-emotional development (Gaad, 2007). One way to address this problem is to provide professional development for teachers on how to engage with SEN students effectively. This can include training on behaviour management strategies and how to create an inclusive classroom environment.

Additionally, school administrators can create policies and procedures that encourage and support teacher involvement with SEN students. One way to address this problem of practice is to provide teachers with more training on how to manage SEN students effectively. This training could cover topics such as behaviour management strategies, creating an inclusive classroom environment, and effectively communicating with SEN students and their families. Additionally, providing teachers with more resources, such as books on SEN-related topics and classroom materials designed explicitly for SEN students, can also help to address this problem (Gaad, 2007).

International trends and influences

There is a growing recognition internationally of the importance of teacher involvement or engagement in the behaviours of students with special educational needs (SEN). This is due to several factors, including the increasing prevalence of SEN in schools, the growing diversity of the student population, and the increasing emphasis on inclusive education (Alborno, 2014). The United Nations Convention on the Rights of the Child (UNCRC) and the Education for All (EFA) goals have strongly emphasized the right of every child to inclusive education. This has led to several policies and initiatives to improve access to and quality of education for all, including those with SEN.

The Every Child Matters (ECM) framework in the U.K. and the UNESCO 2030 Education Agenda both emphasize the need for a more holistic and inclusive approach to education, with a focus on the individual needs of each child. This includes the need for effective teacher involvement or engagement in the behaviours of SEN students. SEN guidelines in education vary from country to country. However, all emphasize the importance of inclusive education and the need for effective teacher involvement or engagement in the behaviours of SEN students. In the UAE, the Ministry of Education has issued several policies and initiatives to improve inclusive education, including introducing an inclusive education policy in 2015 (Khan, 2005).

National needs, policies, strategies and plans

The Special Education Needs (SEN) students in Dubai face a lack of teacher involvement or engagement in their behaviours due to the UAE’s national needs, policies, strategies and plans. The Dubai government’s goals and strategies need to include adequate resources and support for SEN students (Tounsi, 2021). As a result, the SEN students are left to fend for themselves, with little to no guidance from teachers or other authority figures. This lack of support can lead to several problems, including behavioural issues. The SEN students in Dubai need to receive the adequate resources and support they need to thrive.

The lack of teacher involvement or engagement in their behaviours directly results from this. The Dubai government needs to reevaluate its goals and strategies to better support SEN students in its care. Otherwise, the situation is only going to get worse. The current national strategy for education in the UAE focuses on preparing students for the workforce and ensuring that all students have access to quality education. However, there needs to be more focus on special needs students and their specific needs. This lack of focus can be seen in the lack of teacher involvement or engagement in the behaviours of SEN students (Sharma, 2013).

There is a lack of awareness of the specific needs of these students and a lack of understanding of how to best support them. This lack of support can make SEN students feel isolated and excluded from the educational system. The UAE government has recently announced a new national education strategy that focuses on special needs students (David, 2019). This is a positive step forward, but it will take time to implement, and there is a risk that the lack of teacher involvement or engagement in the behaviours of SEN students will continue. In the meantime, it is essential for parents and caregivers of SEN students to advocate for their children and ensure that they are getting the support they need.

Local and school needs, policies, targets and plans.

There are several reasons teachers may need to be sufficiently involved or engaged in the behaviours of SEN students in the context of Local and school needs, policies, targets and plans, School strategies, inspection results, and assessment data\ (Keis, 2020). Firstly, teachers may need to be aware of the Local and school needs, policies, targets and plans regarding SEN students. Therefore, they may need help to support these students in line with these plans adequately. Secondly, even if teachers are aware of the Local and school needs, policies, targets and plans, they may need to gain the necessary skills and knowledge to support SEN students effectively.

This could be due to a need for more training or experience in working with such students. Thirdly, teachers may need sufficient time to work with SEN students, meaning they cannot adequately support them. This could be due to large class sizes, a heavy workload, or a need for more resources. Fourthly, teachers may need more support in working with SEN students. This could be due to a lack of guidance or assistance from senior staff or feeling unvalued or appreciated (YOUSSEF, 2019).

Finally, teachers may not care about SEN students and their needs. This could be due to a lack of empathy, a negative attitude towards such students, or a belief that they are not worth the effort. If teachers are sufficiently involved and engaged in SEN students’ behaviours, this can positively impact the student’s education and well-being. Therefore, schools must take steps to ensure that teachers are aware of and understand the Local and school needs, policies, targets and plans regarding SEN students and that they are given the necessary training, time and resources to support these students (YOUSSEF, 2019) effectively.

Behaviours of SEN students in the local, national and international context

There needs to be more teacher involvement or engagement in the behaviours of SEN students in the local, national and international context. This is a problem because it can lead to SEN students feeling isolated and misunderstood. Teachers need to be involved and engaged with SEN students so that they can feel supported and included in the classroom. SEN students often have difficulty communicating and interacting with others (Hassanieh, 2016). This can be due to various reasons, such as autism, ADHD, or learning disabilities. As a result, they may find it hard to express their needs and wants. This can lead to frustration and behavioural problems.

If teachers are not involved or engaged with SEN students, they may not be able to understand their needs. This can lead to SEN students feeling isolated and misunderstood. Teachers need to be involved and engaged with SEN students to feel supported and included in the classroom (Calderon, 2013). There are several ways that teachers can be involved and engaged with SEN students. They can get to know the students and their individual needs. They can create a supportive and inclusive classroom environment. And they can use strategies and accommodations to help SEN students succeed in the classroom.

In Dubai, SEN students make up a significant portion of the student population, so teachers need to know their needs and how to support them best. Unfortunately, many teachers lack the training or experience necessary to effectively work with SEN students, which can lead to frustration and even resentment on the part of the teachers and the students. This lack of engagement can ultimately hurt students’ academic performance and social development. It is, therefore, crucial that teachers receive the proper training and support in order to be able to effectively engage with and support all of their students, regardless of their individual needs (Bakri, 2018).

Presentation of literature, theories and related research

There needs to be more in-depth teacher involvement or engagement in SEN students’ behaviours, including a presentation of literature, theories and related research. This is a problem because it can lead to a lack of understanding and communication between teachers and students with SEN and ultimately result in poorer educational outcomes for these students. There are several reasons why this lack of engagement or involvement may occur. First, teachers may need to be made aware of the specific needs of SEN students and how to best support them. Second, they may need more time or resources to engage effectively with these students. Moreover third, they may not be interested in doing so (BENKOHILA, 2018).

Whatever the reasons, this lack of engagement is a serious issue that needs to be addressed. There are several ways to do this, including training for teachers on SEN, increasing communication between teachers and students with SEN, and making resources more readily available. Ultimately, it is essential to remember that students with SEN are just like any other students – they deserve to be treated with respect and given the same opportunities to succeed. By increasing teacher engagement and involvement with SEN students, we can help to ensure that these students receive the education they deserve (BENKOHILA, 2018).

There needs to be more teacher involvement or engagement in the behaviours of SEN students in the UAE. This is due to several factors, including the lack of understanding of SEN students’ needs, the lack of training and support for teachers, and the lack of resources available. The lack of understanding of SEN students’ needs can hinder teacher involvement or engagement. Teachers may need to be made aware of the specific needs of SEN students and how to support them. This can lead to SEN students feeling isolated and excluded from the classroom.

The lack of training and support for teachers can also be a barrier to teacher involvement or engagement. Teachers may need to receive training on how to support SEN students. They may also not have access to support from SEN specialists. This can make it difficult for teachers to feel confident in supporting SEN students. The lack of resources available to teachers can also be a barrier to teacher involvement or engagement. Teachers may need access to resources that can help them support SEN students. This can make it difficult for teachers to meet the needs of SEN students (BENKOHILA, 2018).

The gap in the knowledge and planned contribution

There are many reasons for this lack of involvement or engagement, but one of the most important reasons is the lack of understanding of SEN students’ needs. This lack of understanding leads to a lack of communication between teachers and SEN students, leading to a lack of engagement (Dimmick, 2022). One way to address this problem is to train teachers on how to better understand and communicate with SEN students. This training can be provided by universities or by professional development organizations. It is essential that the training is tailored to the needs of the UAE, as the needs of SEN students in the UAE may differ from those in other countries.

Another way to address the problem is to provide more support for SEN students in the classroom (Bock, 2015). This support can come from assistant teachers, teaching aides, or specialized software. This support can help SEN students to understand the material better and to participate more actively in the classroom. The problem of the lack of teacher involvement or engagement in the behaviours of SEN students is serious, but it can be addressed. By providing training for teachers and more support for SEN students in the classroom, we can ensure that all students have the opportunity to succeed.

One possible extension of the lack of teacher involvement or engagement in the behaviours of SEN students could be an increased focus on providing professional development for teachers working with SEN students. This could involve workshops and seminars on classroom management strategies, working with parents and guardians, and identifying and addressing the individual needs of SEN students. Another extension could be increased support from school administrators and district personnel regarding resources and guidance on working with SEN students (Bock, 2015).

Connection to national/international policies, strategies

There are many reasons teachers may be less involved or engaged with SEN students than they are. One reason may be that they need more training or knowledge to support these students effectively. Another reason may be that they feel overwhelmed by these students’ challenges and lack the confidence to engage with them (AlGhawi, 2017). Additionally, some teachers may be unaware of the needs of SEN students and how to support them best. National/international policies, strategies and documentation of the Jumeirah Baccalaureate School, Dubai development plan do not explicitly focus on the involvement or engagement of teachers with SEN students.

The lack of teacher involvement or engagement in the behaviors of SEN students is a major problem in Dubai. There are a number of reasons for this, including the fact that many teachers are not trained to deal with SEN students, and that the school system is not designed to support these students. This problem is compounded by the fact that there are no national or international policies or strategies in place to support SEN students in Dubai. This means that schools are left to their own devices when it comes to dealing with these students, and this often leads to a lack of support and resources. This is a problem that I am particularly interested in, as I have a personal interest in SEN students and their education. I believe that more needs to be done to support these students in Dubai, and I am working to raise awareness of this issue (AlGhawi, 2017).

However, the school does have a number of policies and procedures in place to support these students. For example, the school has an Inclusion Policy which outlines the school’s commitment to inclusion and states that all students have the right to be included in the school community. The school also has an SEN Policy which details the school’s approach to identifying and supporting students with SEN (Singh, 2009). As someone who is interested in education, I believe that it is important for teachers to be involved and engaged with all students, including those with SEN. I think that it is crucial for teachers to have the training and knowledge necessary to effectively support these students. Additionally, I believe that it is important for teachers to be aware of the needs of SEN students and to be confident in engaging with them.

Individual and personal reasons, observations, ideas

From my experience, I have noticed that many teachers in Dubai lack the involvement or engagement when it comes to SEN students. I believe there are several reasons for this. First, I think that some teachers may feel unprepared or unequipped to deal with SEN students. Second, I think that some teachers may feel that they do not have the time to invest in SEN students because they already have a lot of students in their class. Third, I think that some teachers may feel that they are not trained or qualified to deal with SEN students. Lastly, I believe that some teachers may be simply unaware of the needs of SEN students. As a result of all these factors, I think that many teachers in Dubai lack the involvement or engagement when it comes to SEN students.

One of the reasons that I think that teacher involvement or engagement in the behaviors of SEN students is lacking in Dubai is because of the way that the education system is set up. There are a lot of private schools that are geared towards catering to the needs of SEN students, but there are also a lot of public schools that are not as well equipped to deal with them. This means that there are a lot of SEN students who are not getting the individualized attention that they need in order to thrive. Another reason that I think this is lacking is because of the cultural stigma surrounding SEN students.

In many cultures, including the one that I come from, there is a lot of shame and embarrassment associated with having a child with special needs. This can make it difficult for parents to speak up and advocate for their children, and it can also make it difficult for teachers to feel comfortable discussing SEN students in the classroom. I think that this is something that needs to change in order to ensure that all students, regardless of their abilities, are able to receive the best possible education.

Identified need manifests and proposed future directions and research

The identified need in this context is lack of teacher involvement or engagement in the behaviors of SEN students. This manifests in several ways. First, teachers may not be aware of the needs of SEN students and thus are not able to provide the necessary support. Second, even if teachers are aware of the needs of SEN students, they may not have the time or resources to properly engage with them. Finally, some teachers may simply be unwilling to engage with SEN students, preferring to focus on other students (Usman, 2019).

This lack of teacher involvement or engagement can have serious consequences for SEN students. This can lead to frustration and a feeling of inadequacy, which can further exacerbate the problem. Without support, they may struggle in their studies and ultimately perform poorly. This, in turn, can lead to feelings of inadequacy and low self-esteem. There is a need for further research in this area to better understand the causes of this problem and to find ways to address it. Possible future directions for research include studying the impact of teacher training on SEN student engagement, investigating effective ways to engage SEN students in the classroom, and exploring the use of technology to support SEN students (Usman, 2019).

There are several ways to address this issues. First, it is important to ensure that teachers are aware of the specific needs of SEN students and how to best support them. Additionally, they should be provided with adequate resources and training to effectively engage with these students. Additionally, school administrators should create an environment that is supportive of teachers and their efforts to engage with SEN students (Usman, 2019). Finally, future research should focus on exploring effective strategies for teacher involvement and engagement with SEN students. Future research should focus on exploring these issues in more depth in order to develop more effective strategies for supporting SEN students in the classroom.

Conclusion

In conclusion, a way forward for improving the lack of teacher involvement or engagement in the behaviors of SEN students would be to provide more training for teachers on how to work with SEN students. This could include workshops, seminars, and/or online courses that would give teachers the tools they need to effectively engage with SEN students in the classroom. Additionally, it would be beneficial to provide resources for teachers, such as SEN-specific lesson plans and materials, to help them feel more prepared to work with these students. Finally, it is important to create a supportive environment for teachers, where they feel comfortable asking for help and sharing best practices with each other.

References

Gaad, E. and Khan, L., 2007. Primary Mainstream Teachers’ Attitudes towards Inclusion of Students with Special Educational Needs in the Private Sector: A Perspective from Dubai. International journal of special education, 22(2), pp.95-109.

Alborno, N.E. and Gaad, E., 2014. ‘Index for I nclusion’: a framework for school review in the U nited A rab E mirates. British Journal of Special Education, 41(3), pp.231-248.

Khan, L., 2005. A study of primary mainstream teachers’ attitudes towards inclusion of students with special educational needs: a perspective from Dubai (Doctoral dissertation, The British University in Dubai (BUiD)).

Tounsi, O., 2021. Effects of Music Background on Engagement of Students with Mild Intellectual Disability. J Adv Sport Phys Edu, 4(8), pp.186-192.

Sharma, N.H., 2013. An investigative study regarding the Assessment Procedures for students with special needs in private schools in Dubai.

David, S.A. and Abukari, A., 2019. Perspectives of teachers on the selection and the development of the school leaders in the United Arab Emirates. International Journal of Educational Management.

Keis, Y., 2020. The Impact of Adopting Positive Education and Wellbeing Culture on Learners with Special Educational Needs and Disabilities (SEND) in a Private and Mainstream School in Dubai: An Exploratory Case Study During Uncertain Times, a Perspective from Dubai, UAE (Doctoral dissertation, The British University in Dubai (BUiD)).

YOUSSEF, Z., 2019. Assessing Teachers’ Attitude toward adopting KHDA framework for Special Education Needs in UAE (Doctoral dissertation, The British University in Dubai (BUiD)).

Hassanieh, Y., 2016. A Study of Para-educators in Dubai (Doctoral dissertation, The British University in Dubai (BUiD)).

Calderon, A., 2013. Effect of Cultural Perspectives on the process of an Inclusive Education in Primary Schools in Dubai, United Arab Emirates.

BAKRI, H., 2018. DUBAI PRIVATE SCHOOLS READINESS TO ADOPT SUCCESSFUL INCLUSION OF STUDENTS WITH SPECIAL NEEDS & DISABILITY (SEND): AN INVESTIGATIVE STUDY (Doctoral dissertation, The British University in Dubai (BUiD)).

BENKOHILA, N., 2018. Teachers’ Perceptions about Dyslexia and Intervention with Students at Risk of Dyslexia in the United Arab Emirates (UAE) Schools (Doctoral dissertation, The British University in Dubai (BUiD)).

Dimmick, D., 2022. Learning to use the Teaching Games for Understanding Model with Children who have Special Needs. J Adv Sport Phys Edu, 5(8), pp.191-197.

Bock, S.M., 2015. The inclusion of special educational needs (SEN) students in United Arab Emirates (UAE) mainstream schools: an exploratory study (Doctoral dissertation, University of South Africa).

Badr, H.M., 2019. Exploring UAE Teachers’ Attitude towards the Successful Implementation of the General Rules in the” School for All” Initiative. Journal of Language Teaching and Research, 10(1), p.92.

AlGhawi, M.A., 2017. Gifted education in the United Arab Emirates. Cogent education, 4(1), p.1368891.

Usman, F.M., 2019. From disabling concepts to enabling policies: rethinking inclusion of students with special needs in Dubai’s private schools.

GAAD, E. and THABET, R.A., 2017. Diverse Identities.

El Lawand, L.A., 2013. The Role of Centers in Enabling Schools with Inclusive Practices in Dubai: A Focus on the Collaboration and Communication System.

Hemdan, A.H., Efstratopoulou, M. and Moustafa, A., 2021. Special Education and Teacher Training in Abu Dhabi. Teacher Training and Education in the GCC: Unpacking the Complexities and Challenges of Internationalizing Educational Contexts, p.75.