Document Type

Article

Source of Publication

International Journal of Inclusive Education

Publication Date

4-28-2026

Abstract

This study presents a systematic review of literature on in-service teachers’ attitudes towards inclusive education in the United Arab Emirates (UAE) from 2006 to 2025. It investigates two main aspects: the evolution of teachers’ attitudes towards teaching students with special educational needs and disabilities (SEND) in the UAE over the selected period and the factors influencing these attitudes. A total of 25 studies were deemed eligible for inclusion. The results indicate that teachers generally maintain positive attitudes towards inclusion as a policy; however, different concerns about implementing the inclusion policy emerged from the literature. Several factors significantly influenced teachers’ attitudes towards inclusion, including the teacher training level, years of experience, grade level taught, availability of resources and specialised services for students with SEND, and severity of students’ disabilities. This study also identifies notable gaps in the literature that warrant further exploration: a lack of qualitative research and limited attention to how teachers’ nationalities and cultural backgrounds influence their attitudes. This systematic review provides a foundation for future research and highlights the importance of understanding the multidimensional factors influencing educators’ perspectives on inclusion.

ISSN

1360-3116

Publisher

Informa UK Limited

Disciplines

Education

Keywords

inclusive education, literature, Systematic review, teachers’ attitudes, UAE

Scopus ID

105037506778

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Hybrid: This publication is openly available in a subscription-based journal/series

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Education Commons

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