Examining Teachers' Perceived Competence In Implementing The Council For Exceptional Children's High-Leverage Practices For Students With Disabilities In Inclusive Classrooms In The United Arab Emirates
Document Type
Article
Source of Publication
Preventing School Failure
Publication Date
8-25-2026
Abstract
This cross-sectional study used a survey to examine teachers' perceived competence in implementing the Council for Exceptional Children's High-Leverage Practices for Students with Disabilities in public and private schools in the United Arab Emirates (UAE). This is important for understanding teachers' perceptions of their competence and targeting areas for needed additional professional development. The survey was sent to all schools in the UAE. 999 responses were received from teachers. The data were subjected to confirmatory factor analysis, mean scores, multivariate analysis of variance and multiple regression. The results indicate that teachers perceive greater competence in implementing practices focused on instruction in behavior and academics than in implementing practices focused on intensifying and intervening as needed or collaboration. Implications for practice and further research are considered.
DOI Link
ISSN
Publisher
Informa UK Limited
Disciplines
Education
Keywords
inclusive education in the UAE, high-leverage practices for students with disabilities, teacher perceived competence, teacher education
Recommended Citation
Walker, Zachary; Loyd, Daisy; Garces-Bacsal, Rhoda Myra; Opoku, Maxwell Peprah; Alhosani, Najwa Mohamed; Elhoweris, Hala; Almuhairy, Osha; Takriti, Rachel Alison; Mohamed, Ahmed; Al Maktoum, Sana Butti; Mohamed, Amani; and Jibar, Hamdah, "Examining Teachers' Perceived Competence In Implementing The Council For Exceptional Children's High-Leverage Practices For Students With Disabilities In Inclusive Classrooms In The United Arab Emirates" (2026). All Works. 8140.
https://zuscholars.zu.ac.ae/works/8140
Indexed in Scopus
no
Open Access
no