Examining Primary Teachers' Concerns, Self-Efficacy, Attitudes, Intentions, and Challenges of Implementing Inclusive Pedagogy in English Literacy Classrooms for Bilingual Dyslexic Students in the UAE

Author First name, Last name, Institution

Robin Ogdol, Higher Colleges of TechnologyFollow
Jose Roan Adorna, GEMS Founder School
Romee Capate, Zayed UniversityFollow
Aisha Alteneiji, Higher Colleges of Technology

ORCID Identifiers

https://orcid.org/0000-0002-1879-5636

Document Type

Conference Proceeding

Source of Publication

Proceedings of International Conference on Research in Education and Science (ICRES 2024)

Conference Name

International Conference on Research in Education and Science (ICRES)

Publication Date

12-1-2024

Abstract

The United Arab Emirates has embraced inclusive education across all academic levels since 2006. However, the degree of teacher acceptance of inclusive practice varies. This mixed-methods case study investigated 48 primary school teachers’ concerns, self-efficacy, attitudes, and intentions regarding inclusive pedagogy in English literacy for bilingual dyslexic students aged 5-11. It also identified challenges faced by teachers in mainstream classes. Using correlation analysis, results showed negative associations between teachers’ concerns and efficacy, attitudes, and intentions for inclusive practices. On the other hand, positive associations were found between teacher efficacy, attitude, and intentions for inclusive practices. Challenges included reconciling the bilingual curriculum for dyslexic students, providing individual support, and managing large class sizes. The teachers underscored prioritizing inclusive support from inclusion champions, offering ongoing professional development, having an additional teacher or skilled assistant in the classroom, and reducing the student-to-teacher ratio in each class as a few of the key success factors in inclusive education.

ISBN

978-1-952092-63-3

Publisher

ISTES

Volume

1

First Page

393

Last Page

427

Disciplines

Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Early Childhood Education | Educational Methods | Language and Literacy Education

Keywords

inclusion, dyslexia, bilingualism, teacher challenges

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Recommended Citation

Ogdol, R. E., Adorna, J. R., Capate, R. N., & Alteneiji, A. (2024). Examining Primary Teachers' Concerns, Self-Efficacy, Attitude, Intentions, and Challenges of Implementing Inclusive Pedagogy in English Literacy Classrooms for Bilingual Dyslexic Students in the UAE. In M. Shelley & O. T. Ozturk (Eds.), Proceedings of ICRES 2024-- International Conference on Research in Education and Science (pp. 393-427), Antalya, Turkiye. ISTES.

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series