Document Type
Article
Source of Publication
British Journal of Special Education
Publication Date
11-12-2025
Abstract
The United Arab Emirates (UAE) is a diverse, multicultural context which has introduced ambitious policies and strategic plans to accelerate inclusive education. The extent to which culturally responsive teaching is reflected in inclusive classrooms across the country has not been captured. This study used a cross-sectional survey methodology employing the culturally responsive teaching self-efficacy scale as a survey instrument to examine teachers' perceived competence in implementing culturally responsive teaching practices with students with disabilities in inclusive classrooms. All mainstream schools in the UAE were approached to participate and data were collected from 999 teachers from public and private schools across the seven Emirates of the UAE. Data were subjected to confirmatory factor analysis, mean scores, multivariate analysis and multiple regression. The results indicate that teachers perceive competence in implementing culturally responsive teaching practices in inclusive classrooms. Slightly higher competence was reported in implementing practices that build relationships with culturally and linguistically diverse (CLD) students and their families than those that require knowledge and skills in working with CLD students or knowledge of the impact of cultural and linguistic diversity on learning. Demographic variables contributed additional insight with recent professional development in inclusive and/or special education emerging as a significant predictor of perceived competence in implementing culturally responsive teaching practices in inclusive classrooms. Implications for practice and further research are considered.
DOI Link
ISSN
Publisher
Wiley
Disciplines
Education
Keywords
culturally responsive teaching, inclusive education in UAE, teacher education, teacher perceived competence, teacher self-efficacy
Scopus ID
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Garces-Bacsal, Rhoda Myra; Loyd, Daisy; Opoku, Maxwell Peprah; Alhosani, Najwa Mohamed; Elhoweris, Hala; Almuhairy, Osha; Mohamed, Ahmed; Takriti, Rachel Alison; Maktoum, Sana Butti Al; Mohamed, Amani; Jibar, Hamdah; and Walker, Zachary, "Examining teachers' perceived competence in implementing culturally responsive teaching practices in inclusive classrooms in the United Arab Emirates" (2025). All Works. 7684.
https://zuscholars.zu.ac.ae/works/7684
Indexed in Scopus
yes
Open Access
yes
Open Access Type
Hybrid: This publication is openly available in a subscription-based journal/series