A Qualitative Study on Dubai’s Inclusive Education Policy from School Leaders’ Perspectives

Abstract

Inclusive education recognizes the diverse needs of students and ensures that each student has equal opportunities to learn and succeed. The Dubai government has implemented an inclusive education policy aimed at promoting equity and inclusivity in schools. This study aimed to investigate school leaders’ understanding, implementation, and perspectives of the Dubai Inclusive Education Policy Framework (DIEPF). To gather data, a qualitative study was conducted using semi-structured interviews with ten school leaders from private schools located in Dubai, United Arab Emirates (UAE). The findings show that school leaders have a strong understanding of the policy and deem it significant. This study also found evidence of effective strategies implemented by school leaders to promote inclusive education. However, challenges in the UAE resonate with those worldwide, such as inadequate funding, high student–teacher ratios, a shortage of specialized staff, and limited training opportunities for teachers. These findings emphasize the significance of ongoing professional development and training of educators involved in inclusive education. Implications for practice and suggestions for future research are provided.

Full text

Citation: Massouti, A.; Al-Rashaida,
M.; Alhosani, M. A Qualitative Study
on Dubai’s Inclusive Education Policy
from School Leaders’ Perspectives.
Sustainability 2024,16, 1252. https://
doi.org/10.3390/su16031252
Academic Editors: Waleed Mugahed
Al-Rahmi and Qusay Al-Maatouk
Received: 18 December 2023
Revised: 14 January 2024
Accepted: 31 January 2024
Published: 1 February 2024
Copyright: © 2024 by the authors.
Licensee MDPI, Basel, Switzerland.
This article is an open access article
distributed under the terms and
conditions of the Creative Commons
Attribution (CC BY) license (https://
creativecommons.org/licenses/by/
4.0/).
sustainability
Article
A Qualitative Study on Dubai’s Inclusive Education Policy from
School Leaders’ Perspectives
Ayman Massouti 1, Mohammad Al-Rashaida 2,* and Mohamed Alhosani 3
1Department of Education, College of Arts & Sciences, Dubai Campus, Abu Dhabi University,
Dubai P.O. Box 410896, United Arab Emirates; ayman.massouti@adu.ac.ae
2Department of Special and Gifted Education, College of Education, United Arab Emirates University,
Al Ain P.O. Box 15551, United Arab Emirates
3Department of Foundations of Education, College of Education, United Arab Emirates University,
Al Ain P.O. Box 15551, United Arab Emirates; mohamed.alhosani@uaeu.ac.ae
*Correspondence: moh.alrashaida@uaeu.ac.ae
Abstract: Inclusive education recognizes the diverse needs of students and ensures that each student
has equal opportunities to learn and succeed. The Dubai government has implemented an inclusive
education policy aimed at promoting equity and inclusivity in schools. This study aimed to investigate
school leaders’ understanding, implementation, and perspectives of the Dubai Inclusive Education
Policy Framework (DIEPF). To gather data, a qualitative study was conducted using semi-structured
interviews with ten school leaders from private schools located in Dubai, United Arab Emirates
(UAE). The findings show that school leaders have a strong understanding of the policy and deem
it significant. This study also found evidence of effective strategies implemented by school leaders
to promote inclusive education. However, challenges in the UAE resonate with those worldwide,
such as inadequate funding, high student–teacher ratios, a shortage of specialized staff, and limited
training opportunities for teachers. These findings emphasize the significance of ongoing professional
development and training of educators involved in inclusive education. Implications for practice and
suggestions for future research are provided.
Keywords: inclusive education; policy practice; school leaders; Dubai
1. Introduction
In recent years, inclusive education has gained significant attention among educators
and policymakers worldwide [
1
,
2
]. Moreover, the philosophy of inclusive education ac-
knowledges the significance of granting every student access to high-quality education
irrespective of their abilities, race, gender, religion, or social status. At its core, inclusive
education provides equal opportunities for every student to learn and succeed in the school
environment [
3
,
4
]. However, inclusive education is not only about placing learners with
disabilities in ordinary public schools [
5
]. Inclusive education involves considering key
aspects of education, including assessment practices, equitable access pathways, compre-
hensive support mechanisms, adequate resource allocation, effective leadership approaches,
and clear policies.
Furthermore, the implementation of inclusive education continues to present chal-
lenges, particularly in terms of developing an appropriate curriculum and environment
based on policies for learners with special educational needs (SEN). School leaders play a
crucial role in the successful implementation of inclusive educational policies. Furthermore,
school leaders play a key role in promoting collaboration and communication among teach-
ers, parents, and other stakeholders to ensure the cohesive implementation of inclusive
education policies in schools.
Inclusive education requires schools to welcome diversity and offer individualized
assistance to students to help them reach their maximum potential [
6
,
7
]. Inclusive education
Sustainability 2024,16, 1252. https://doi.org/10.3390/su16031252 https://www.mdpi.com/journal/sustainability

Sustainability 2024,16, 1252 2 of 20
is founded on the fundamentals of equity, diversity, and personalized support. To achieve
this, schools must adopt a student-centered approach that recognizes and caters to the
diverse needs of students [
8
]. In addition, a recent study highlighted the significance of
comprehending and executing inclusive education policies [
9
]. Policymakers must consider
the viewpoints of school leaders and educators when developing effective policies.
The importance of inclusive education has been recognized by the United Nations
Convention on the Rights of Persons with Disabilities (UNCRPD) and the Sustainable
Development Goals (SDGs) because of its crucial role in promoting social and economic
development [
10
,
11
]. Many countries, including the United Arab Emirates (UAE), have
pledged to support the integration of individuals with disabilities into society by imple-
menting inclusive education policies. This global initiative ensures that everyone has equal
access to education. The UAE has taken steps to fulfill this commitment by implementing
policies and mechanisms that promote inclusive education practices and enhance equal
access [
12
,
13
]. In this regard, the UAE committed to people with disabilities in 2010 by
ratifying and adopting the UNCRPD [13].
This study highlights the significant role of sustainability in the adoption of inclusive
leadership, especially when considering the challenges faced by schools in the UAE and
globally. Effective strategies used by school leaders to promote inclusive education are
essential to creating sustainable and equitable learning environments for all students. How-
ever, identified challenges such as inadequate funding, high student–teacher ratios, short-
age of specialized staff, and limited training opportunities emphasize the need for sustained
efforts from governing bodies to address these issues within the UAE’s education system.
Ongoing inclusion-oriented professional development and training for both teachers
and leaders are essential to ensure the long-term success of inclusive education in Dubai
private schools. Therefore, sustainable inclusive education practices would involve a
commitment from Dubai’s private school leaders to overcome obstacles while continuously
refining their leadership approaches to foster a supportive learning experience for all
learners [
14
,
15
]. Emphasizing investment in resources, focusing on innovative solutions
that support inclusion, and fostering a culture of inclusivity within educational institutions
is crucial. These sustainable strategies not only help with immediate hurdles but also
contribute to establishing frameworks that can adapt to evolving challenges.
Recognizing the importance of ongoing professional development and inclusion
training, leaders in Dubai’s private schools can foster an environment in which inclusivity
is ingrained in the educational institution’s ethos. This will ensure sustainable practices
that benefit students with diverse needs.
1.1. Research Context
The UAE’s education system expects schools to provide inclusive education, ensuring
that all students have equal opportunities to participate, achieve, and be valued. In 2006,
the UAE government launched the “School for All” Program under Federal Law No. 29.
This program was introduced to promote inclusive education and ensure that learners with
disabilities, referred to as “students of determination”, have equal access to educational
opportunities in all public, private, and other educational institutions in the UAE [
16
]. The
UAE is dedicated to establishing an inclusive education system that welcomes all students,
including those with disabilities, to ensure equal access to high-quality education [13,17].
Inclusive education is an ongoing process that involves the evaluation, planning,
and implementation of actions while monitoring and reviewing their effectiveness. This
process is facilitated by forming partnerships and collective efforts to create self-sufficient,
productive, and fulfilling individuals and harmonious societies [
13
]. The UAE has made
significant progress in promoting inclusion, especially among students with SEN. This was
accomplished by implementing legislation and policies aimed at providing equal learning
opportunities. In Dubai, students with learning disorders or impairments that affect their
ability to learn receive special attention under the Dubai Inclusive Education Policy Frame-
work (DIEPF) issued by the Knowledge and Human Development Authority (KHDA).

Sustainability 2024,16, 1252 3 of 20
The DIEPF policy promotes inclusivity and equity in schools by offering guidelines
and strategies to establish an inclusive learning environment that caters to the needs of
all students. However, the successful implementation of the policy relies on the support
of all stakeholders, including school leaders, teachers, families, therapists, and medical
professionals. Therefore, the primary research question of this study is to investigate how
school leaders comprehend and execute DIEPF, as well as their viewpoints on its efficacy
in fostering inclusivity and equity in schools. This study aimed to investigate school
leaders’ understanding, utilization, and perspectives regarding DIEPF. By examining
the perspectives of school leaders, this study seeks to make a valuable contribution to
continuous efforts to enhance inclusive education practices in the UAE and other regions.
In recent years, the Dubai government has enacted several laws to promote the
inclusion of individuals with disabilities in the private education sector [
18
,
19
]. Dubai Law
No. 2 of 2014 and Executive Council Resolution No. 2 of 2017 were enacted to safeguard the
rights of individuals with disabilities and guarantee equal access to education. To comply
with local laws and regulations, the DIEPF was introduced in 2017 [
13
]. Furthermore, the
principles of inclusion and equity are at the core of a legislative framework. It mandates
that education providers guarantee equitable access to quality-inclusive education for
students with SEN, alongside their peers.
1.2. The Policy Framework
This DIEPF defines inclusive education as the development of attitudes, behaviors,
systems, and beliefs that promote inclusivity as a norm underlying school culture and is re-
flected in the daily lives of the school community [
13
]. The document outlines
ten standards
and corresponding actions that educational institutions must take to ensure the inclusion
of students with disabilities. Dubai’s educational institutions are expected to enhance
their inclusive education programs and services by following DIEPF standards [
13
]. These
standards cover various areas, including leadership, support systems, fostering a culture
of inclusion, and allocating resources for inclusive education. To ensure successful im-
plementation, the DIEPF recommends that institutions establish monitoring mechanisms
to assess the quality and effectiveness of their efforts [
13
]. This present study focuses on
the eight standards of the DIEPF that cover areas such as leadership, support systems,
fostering a culture of inclusion, and resourcing for inclusive education [
13
]. This study
aims to contribute to the enhancement of inclusive education programs and services in
Dubai’s education system.
KHDA emphasizes the importance of serving students with SEN in inclusive learning
environments [
13
]. These environments are inclusive educational settings in which students
with diverse backgrounds and abilities learn together. By prioritizing the implementation
of DIEPF standards and serving students with disabilities in community learning centers
(CLEs), educational institutions in Dubai can create an inclusive environment that promotes
equal access to education for all learners. Overall, DIEPF provides a comprehensive
framework for inclusive education in Dubai. By examining the perspectives and experiences
of school leaders in implementing DIEPF standards, this study provides insights that could
inform policy and decision-making regarding inclusive education practices in Dubai’s
education system. To achieve this aim, this study sought to answer the following research
questions: (1) How do school leaders understand DIEPF, and why do they consider it
important? (2) What strategies have school leaders implemented to promote inclusive
education, and how effective have these strategies proven to be? (3) What challenges do
school leaders face in implementing DIEPF and how can these challenges be addressed to
improve policy implementation?
The remainder of this paper is organized as follows. The literature review establishes
existing research on inclusive education practices and highlights the gap in understanding
school leaders’ perspectives on DIEPF. The scope and motivation section clarifies the
focus of this study on school leaders’ experiences and the potential impact of the findings.
Section 4details the research design and data-collection processes. Section 5presents the

Sustainability 2024,16, 1252 4 of 20
key findings of the data analysis. Section 6interprets the findings and their implications
for inclusive education policies and practices. Finally, the conclusions summarize the main
findings and suggest directions for future research.
2. Literature Review
The inclusive education movement is a global guide for advancing educational policies
and practices [
20
]. Despite being a global champion in advancing education policy and
practice, the inclusive education movement faces unique challenges. For example, in South
African schools, the enactment of inclusive education policies is complex because of long-
held beliefs that have directed exclusionary practices for years [
21
]. Similarly, a study in
Serbia identified inadequate teaching and learning conditions, along with poor professional
competencies, as major reasons for the ineffective implementation of inclusive policies [
22
].
Moreover, in Korea, there is a strong focus on academic achievement because of high
parental expectations, which creates challenges for inclusive education. School leaders
must show flexibility and understanding in supporting struggling learners to implement
such policies effectively [23].
However, Mbua’s research in Cameroon underscores the role of principal administra-
tion in fostering positive attitudes toward diversity and building strong school–community
connections [
24
]. Mbua emphasized the key role of the principal administration in promot-
ing positive attitudes toward diversity and building relationships between schools and
communities. Challenges include negative attitudes, inadequate resources, untrained teach-
ers, and poor family school participation. The top practices for principal leadership include
setting high expectations for all students, developing a shared vision for inclusive schools,
involving parents in decision-making, and redesigning schools for inclusive education.
The diverse landscape of inclusive education policy implementation worldwide has
revealed both promising progress and persistent challenges. Although inclusion policies
exist in Ireland, their integration into practice varies greatly, relying on individual actors
within schools [
25
]. This drives students with special education needs in Ireland to move
from mainstream schools to SEN-specific schools because of inadequate leadership and
exclusionary environments. Overcoming obstacles such as a lack of teacher training and
effective leadership, an irrelevant curriculum structure, and limited resources are crucial
for the enactment of inclusive education in Ireland [
25
]. This reflects similar concerns in
Hong Kong, where a lack of teacher autonomy, limited experience with inclusive practices,
inflexible curriculum structures, and high job demands hinder effective implementation [
8
].
Overcoming obstacles, such as inadequate training, ineffective leadership, rigid curricu-
lum design, and resource constraints, is crucial for achieving true progress.
Sexton et al.’s
study in Australia highlights the complex interplay of factors influencing how school
leaders interpret and apply policies such as restraint and seclusion for children with disabil-
ities [
9
]. Their findings emphasize the importance of school ethos, educators’ understanding
of behavior, and even the physical environment in shaping policy implementation. Lead-
ership has emerged as a critical link in driving inclusive education. Ainscow and Sandill
underscored this point by highlighting how leadership fosters inclusive values and cultures
within educational systems [
26
]. Waitoller and Artiles further emphasized the need for
strong leadership, a blend of inclusive values with targeted interventions, and a robust
knowledge base for educators to implement inclusive policies effectively [27].
This leadership imperative extends beyond adherence to policy. Inclusive leaders
must effectively create schools that prioritize equity and nurture the academic achievement
of all learners and their families within the community [
28
–
30
]. This requires setting a clear
strategic vision, focusing on human and organizational development, and embracing a cul-
ture of inclusion at every level [
28
]. However, the challenges faced by these leaders should
not be underestimated. Lindqvist and Nilholm’s research revealed that limited resources,
inadequate training and support, and resistance to change can hinder the implementation
of inclusive practices [
31
]. Overall, the literature indicates that school leaders play a vital
role in promoting inclusive educational practices.

Sustainability 2024,16, 1252 5 of 20
Several quantitative studies have investigated inclusive education practices from
teachers’ perspectives in the UAE [
16
,
31
–
36
]. However, only two qualitative studies have
examined school principals’ perceptions of inclusive education [
14
,
17
]. However, to date,
no study has explored school leaders’ understanding, usage, or perspectives of DIEPF.
Therefore, this study aims to fill this gap in existing evidence and provide guidance for
future inclusive education policy implementation.
School leaders play a critical role in decision-making for students with SEN. However,
their decisions may not always align with research-based practices or educational policies,
leading to potential inequities in educational opportunities for these students [
37
–
42
]. To
ensure that school leaders are well informed about research-based practices and educational
policies, it is essential to investigate their understanding, utilization, and perspectives of
policies such as the DIEPF [
37
,
39
,
40
,
42
]. Creating an inclusive learning environment that
supports the needs of all students is critical, and the role of school leaders is pivotal to
achieving this goal [
43
]. School leaders play a central role in creating a school culture
that supports inclusive education by developing a shared vision, which is a critical factor
for successful implementation [
44
,
45
]. Enlightened, creative, inspiring, and skilled school
leaders are essential for successful inclusion [46].
Transformational leaders who possess specific skills and traits, such as the ability to
simplify complex concepts, motivate others for collaboration, demonstrate determination,
and foster innovation, are essential for promoting inclusive education and co-teaching
practices [
46
,
47
]. A recent study was conducted on how teachers’ perceptions of leadership
styles in the UAE differed according to school type (special education vs. general education)
and personal characteristics [
48
]. Employing both quantitative and qualitative methods, the
study revealed that teacher education levels influenced perceptions of transformational and
transactional leadership styles, while years of experience with the school leader affected
perceptions of passive-avoidant styles. These findings shed light on the complex interplay
between teacher demographics, leadership perceptions, and potential implications for
school policy development.
In the UAE, previous research has examined different aspects of inclusion, including
inclusive practices in schools and various issues related to inclusion [
33
,
35
,
49
]. However,
the role of school principals in creating and promoting inclusive schools has been under-
researched. To address this gap, researchers in the UAE conducted a study investigating the
role of school principals in promoting inclusive schools [
17
]. Their findings emphasized the
crucial role of principals in creating effective inclusive practices and promoting awareness
of inclusive education. The study recommends implementing systematic professional
development programs to increase principals’ awareness of inclusive education and its
implementation in schools. Similarly, a recent study explored the leadership practices
associated with implementing DIEPF in schools [
14
]. The study’s findings offer valuable
insights into effective leadership practices for implementing inclusive education policies.
This includes recognizing the importance of organizational and administrative dimensions,
addressing practical problems faced by parents and schools, and expanding community
partnerships and engagement.
3. Scope and Motivation
Overall, it is essential to investigate school leaders’ understanding, utilization, and per-
spectives on inclusive education policies, such as the DIEPF, to ensure effective implemen-
tation. By examining the perspectives and experiences of school leaders in implementing
DIEPF standards, this present study will contribute to ongoing efforts to enhance inclusive
education practices in Dubai’s education system. Moreover, it will provide insights that
could inform policies and decision-making to improve inclusive education practices within
Dubai’s education system.

Sustainability 2024,16, 1252 6 of 20
4. Methods for Investigating School Leaders’ Perceptions of the Dubai Inclusive
Education Policy
4.1. Research Design
A qualitative research methodology, which is fundamentally concerned with under-
standing human experiences from a humanistic and interpretive perspective, was employed
in this study [
50
]. This approach is characterized by the collection and interpretive anal-
ysis of rich narrative data, which enables researchers to delve into the complexities and
subtleties of participants’ perspectives and lived experiences. A qualitative approach was
chosen, as it allows for in-depth exploration of individual viewpoints and a nuanced un-
derstanding of how school leaders interpret and enact the policy in their contexts [
50
].
Through individual interviews, detailed narratives were elicited, which were then analyzed
using reflexive thematic analysis to identify and examine recurring themes and patterns
in school leaders’ perceptions, experiences, and practices concerning the comprehension,
execution, and utilization of the DIEPF [51]. To ensure rigorous reporting of findings, this
study adhered to the consolidated criteria for Reporting Qualitative Research (COREQ)
guidelines [
52
]. The Human Research Ethics Committee of the University of the First
Author approved this study.
4.2. Participant Recruitment
School leaders who held recognized leadership positions, such as principal or assistant
principal, and who were responsible for managing and administering the DIEPF at their
respective private inclusive or mainstream schools in Dubai, were eligible to participate
in this study. To participate in this study, participating schools had to enroll primary-
aged students with disabilities. In compliance with the KHDA, the authors identified a
pool of eligible schools (more than what was required for the final sample) to minimize
selection bias.
The first author contacted potential study participants via email, provided them with
study details in the participant information letter and consent form, and confirmed that
the research had been approved by their university affiliation. Participants were recruited
between September and November 2022 using non-probabilistic purposive sampling to
select individuals with relevant experiences to obtain rich and in-depth qualitative infor-
mation [
53
,
54
]. Interested individuals were invited to participate in the study by directly
contacting researchers. Fifteen private schools in Dubai that promote inclusivity were
invited to participate in the study. Eleven schools agreed to participate; however, one
school declined because of the unavailability of participants during the study.
4.3. Participants
Interviews lasting between 60 and 90 min were conducted individually with seven
principals and three assistant principals from ten private schools. Of the ten interviewees,
seven were female and three were male. Three of the interviewees held a Ph.D., four had a
master’s degree, and the remaining three had a bachelor’s degree. All interviewees had
between 11 and 15 years of experience and had been in their current roles for a period
ranging from 11 months to 13 years. They represented private schools with American
(
n= 5
), British (n= 3), and International Baccalaureate (IB) curricula (n= 2). These schools
enrolled 550–1000 students. Table 1presents the participants’ general characteristics.

Sustainability 2024,16, 1252 7 of 20
Table 1. Demographic characteristics of the interviewees (n= 10).
Characteristic N (%)
Position
- Principals. 7 (70%)
- Assistant principals. 3 (30%)
Gender
- Female. 7 (70%)
- Male. 3 (30%)
Level of education
- Ph.D. 3 (30%)
- Master’s. 4 (40%)
- Bachelor’s. 3 (30%)
Years of experience
- 11–12 years. 3 (30%)
- 13–14 years. 4 (40%)
- 15 years. 3 (30%)
Years in current role
- 11 months to 1 year. 2 (20%)
- 2 years. 3 (30%)
- 3 years. 3 (30%)
- 13 years. 2 (20%)
School curriculum
- American. 5 (50%)
- British. 3 (30%)
- International Baccalaureate (IB). 2 (20%)
School size (student enrolment)
- 550–600. 2 (20%)
- 600–700. 2 (20%)
- 700–800. 3 (30%)
- 800–900. 2 (20%)
- 900–1000. 1 (10%)
4.4. Data Collection
Semi-structured interviews were used to gather comprehensive data on participants’
relevant experiences and perceptions. These interviews were conducted online using
Microsoft Teams and facilitated by a second researcher under the supervision of an expe-
rienced qualitative researcher. Prior to each interview, the participants were given both
written and verbal information about their right to withdraw from the study. They were
also asked to provide consent to participate. Before the interviews, participants were given
the opportunity to provide demographic information about their school and experiences
through self-report surveys.
To ensure consistency and establish a connection with the participants, we created an
interview guide (Supplementary Materials) based on the current literature. The guide was
refined after pilot testing and received feedback from four experienced master’s degree
students enrolled in an educational leadership program. Their input helped to enhance the
clarity of the questions. The final protocol covered several topics, including participants’
interpretation and understanding of the policy, their adherence to policy standards, the
practices employed. during policy implementation, and the enablers and barriers to
successful implementation All interviews were audio-recorded, transcribed word-for-word,
and de-identified to ensure the confidentiality of the participants.
4.5. Interview Analysis
In this study, a rigorous and comprehensive analysis of the qualitative data obtained
from interviews was conducted using reflexive thematic analysis (RTA) [
51
]. RTA is a
flexible approach that allows for the exploration of patterns of meaning across a dataset,
with themes as the output derived from the coding process. The selection of the RTA was
based on its theoretical flexibility, which aligned well with the study design. The RTA

Sustainability 2024,16, 1252 8 of 20
process involved six systematic phases: (1) familiarization with the data, (2) generating
initial codes, (3) searching for themes, (4) reviewing themes, (5) defining and naming
themes, and (6) producing the final report. Two researchers were involved in the analysis
process, with one researcher leading the main analysis and the other assisting in the initial
step, participating in discussions, and contributing to the progress of the subsequent five
steps. Figure 1illustrates the RTA process.
Sustainability 2024, 16, x FOR PEER REVIEW 8 of 20
To ensure consistency and establish a connection with the participants, we created
an interview guide (Supplementary Materials) based on the current literature. The guide
was refined after pilot testing and received feedback from four experienced master’s de-
gree students enrolled in an educational leadership program. Their input helped to en-
hance the clarity of the questions. The final protocol covered several topics, including par-
ticipants’ interpretation and understanding of the policy, their adherence to policy stand-
ards, the practices employed. during policy implementation, and the enablers and barriers
to successful implementation All interviews were audio-recorded, transcribed word-for-
word, and de-identified to ensure the confidentiality of the participants.
4.5. Interview Analysis
In this study, a rigorous and comprehensive analysis of the qualitative data obtained
from interviews was conducted using reflexive thematic analysis (RTA) [51]. RTA is a flex-
ible approach that allows for the exploration of paerns of meaning across a dataset, with
themes as the output derived from the coding process. The selection of the RTA was based
on its theoretical flexibility, which aligned well with the study design. The RTA process
involved six systematic phases: (1) familiarization with the data, (2) generating initial
codes, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes,
and (6) producing the final report. Two researchers were involved in the analysis process,
with one researcher leading the main analysis and the other assisting in the initial step,
participating in discussions, and contributing to the progress of the subsequent five steps.
Figure 1 illustrates the RTA process.
Figure 1. Reflexive Thematic Analysis (RTA) process.
The analysis process commenced with an extensive reading of the interview tran-
scripts to familiarize the researchers with the data and engage them critically. Sections of
transcripts that appeared intriguing or posed challenges were revisited, and additional
comments were added to enhance comprehension. Subsequently, a systematic coding
process was conducted by incorporating both semantic and latent coding. Throughout
this process, meticulous notes were taken to support the identification and generation of
Figure 1. Reflexive Thematic Analysis (RTA) process.
The analysis process commenced with an extensive reading of the interview tran-
scripts to familiarize the researchers with the data and engage them critically. Sections of
transcripts that appeared intriguing or posed challenges were revisited, and additional
comments were added to enhance comprehension. Subsequently, a systematic coding
process was conducted by incorporating both semantic and latent coding. Throughout this
process, meticulous notes were taken to support the identification and generation of initial
themes. The codes were iteratively developed into themes and main themes to ensure a
comprehensive and nuanced exploration of this study’s objectives. Codes were clustered to
identify patterns in the data, and these clusters were then mapped repeatedly to capture the
meanings of the codes and combine them into coherent themes and sub-themes. Ultimately,
three overarching main themes emerged from this analysis.
To enhance the reliability and validity of the analysis, the first and second authors,
who served as analysts, devoted extensive time to immersing themselves in the data. They
carefully listened to the recorded interviews, conducted multiple readings of the transcripts,
and recorded their initial ideas. The coding process was executed independently using
Microsoft Word, where relevant passages were highlighted and labeled with descriptive
codes. To identify patterns of meaning, extracts sharing similar codes were compiled
into a table accompanied by a detailed description of each code. This meticulous data
analysis approach contributed to the robustness of this study’s findings and adhered to the
established best practices in qualitative research methodologies.
To further enhance credibility and facilitate interpretation of the data, two researchers
were involved in the analysis process rather than simply seeking consensus. An audit trail,
field notes, and reflective journals were utilized to ensure reliable and transparent decision-

Sustainability 2024,16, 1252 9 of 20
making throughout the analysis process. To ensure confirmability, member checking was
conducted by sending participants’ transcripts via email and by requesting feedback. This
approach allowed participants to review their transcripts and provide insights into the
analysis, thereby enhancing the credibility of the findings. An example of the analytic
process with its phases in this current study is displayed in Table 2.
Table 2. Example of the analytic process.
Transcript Extracts
Abbreviated (Ex.) Codes (Examples) (1) Sub-Themes (2) Themes (3) Main Themes
“Policy is great, but
implementation lacks
resources. . .”
Funding limitations Insufficient funding
a. Challenges faced in
implementing
the policy
Theme 1:
understanding the
importance of
the policy
“Teachers need more
training on diverse
needs. . .”
Limited training
opportunities
Inadequate training for
SEN teachers
d. Accommodating
diverse needs
Theme 3: challenges
faced in implementing
the policy
“Parents feel they
aren’t included in
decisions. . .”
Lack of parent
involvement
Collaboration with
stakeholders
d. Management and
organizational
dynamics in policy
implementation
Theme 1:
understanding the
importance of
the policy
“Early identification
helps us tailor
support. . .”
Effective early
support strategies
Admission and
progress monitoring
b. Early support
through admission and
progress monitoring
Theme 2: strategies
implemented to
promote inclusive
education
“Differentiated
instruction makes
learning meaningful for
all. . .”
Strategies for
diverse learners
Differentiated
instruction and
assessment
a. Guidelines and
strategies for
inclusive education
Theme 1:
understanding the
importance of
the policy
“We celebrate cultural
differences in our
classrooms. . .”
Embracing diversity Encouraging an
inclusive culture
c. Equal opportunities
for all students
to succeed
Theme 1:
understanding the
importance of
the policy
“Inclusion head plays a
crucial role in
coordinating efforts
. . .
”
Inclusion head’s role
Leading and
coordinating policy
implementation
d. Management and
organizational
dynamics in policy
implementation
Theme 1:
understanding the
importance of
the policy
Notes: Three theme levels are presented: (1) sub-themes = report detailed meaning to central organizing concepts,
(2) themes = captures central organizing concepts of the sub-themes, (3) overarching main themes (three in
total) = captures
central ideas underpinning number of themes identified. The three identified overarching main
themes are: (1) understanding the importance of the policy, (2) strategies implemented to promote inclusive
education, and (3) challenges faced in implementing the policy.
5. Results
Following a careful review of this study’s findings, three central organizing themes
emerged: (1) understanding the importance of the policy, (2) strategies implemented to
promote inclusive education, and (3) the challenges faced in implementing the policy.
5.1. Theme 1: Understanding the Importance of the Policy
The DIEPF aims to ensure that all schools are inclusive and provides guidelines
and standards for improving inclusive education provision [
13
,
55
]. Understanding the
participants’ knowledge and comprehension of the procedures and standards required for
enhancing inclusive education provision is crucial for comprehending how the policy was
executed (Figure 2).

Sustainability 2024,16, 1252 10 of 20
Sustainability 2024, 16, x FOR PEER REVIEW 10 of 20
5. Results
Following a careful review of this study’s findings, three central organizing themes
emerged: (1) understanding the importance of the policy, (2) strategies implemented to
promote inclusive education, and (3) the challenges faced in implementing the policy.
5.1. Theme 1: Understanding the Importance of the Policy
The DIEPF aims to ensure that all schools are inclusive and provides guidelines and
standards for improving inclusive education provision [13,55]. Understanding the partic-
ipants’ knowledge and comprehension of the procedures and standards required for en-
hancing inclusive education provision is crucial for comprehending how the policy was
executed (Figure 2).
Figure 2. Understanding the importance of the policy.
The study participants shared their understanding and perspectives on the signifi-
cance of DIEPF. According to the interviewees, the policy was viewed as a positive meas-
ure towards establishing an inclusive education system that accommodated the require-
ments of all students, including those with SEN. Participants agreed that the policy pro-
vided guidelines and strategies for creating an inclusive learning environment. This in-
cludes providing appropriate accommodation, resources, and teacher training, which are
crucial to the success of inclusive education. One interviewee reported:
“Our school follows a continuous cycle of identifying, assessing, planning, teaching,
and making provisions that take into account the individual needs of students”.
All participants believed in the importance of the policy and its potential to enhance
the educational outcomes for all students. They emphasized the importance of schools
embracing diversity and ensuring that all students are provided with equal opportunities
to learn and succeed by implementing inclusive processes. One interviewee reported:
“We follow specific steps to ensure inclusion, including the following: 1. Identification
2. Referral 3. Observation 4. “Team Meeting 5, Support 6, Review”.
This theme emphasizes the significance of management and organizational dynamics
in the successful implementation of policies. Participants highlighted the crucial role of
inclusion coordinators in the school’s policy provisions. The coordinator works with the
principal and heads of the school to determine the strategic development of the policy and
oversees the daily implementation of the school’s special education needs policy. One par-
ticipant indicated that he or she frequently reviewed the DIEPF in consultation with senior
Figure 2. Understanding the importance of the policy.
The study participants shared their understanding and perspectives on the significance
of DIEPF. According to the interviewees, the policy was viewed as a positive measure
towards establishing an inclusive education system that accommodated the requirements
of all students, including those with SEN. Participants agreed that the policy provided
guidelines and strategies for creating an inclusive learning environment. This includes
providing appropriate accommodation, resources, and teacher training, which are crucial
to the success of inclusive education. One interviewee reported:
“Our school follows a continuous cycle of identifying, assessing, planning, teaching, and
making provisions that take into account the individual needs of students”.
All participants believed in the importance of the policy and its potential to enhance
the educational outcomes for all students. They emphasized the importance of schools
embracing diversity and ensuring that all students are provided with equal opportunities
to learn and succeed by implementing inclusive processes. One interviewee reported:
“We follow specific steps to ensure inclusion, including the following: 1. Identification
2. Referral 3. Observation 4. Team Meeting 5. Support 6. Review”.
This theme emphasizes the significance of management and organizational dynamics
in the successful implementation of policies. Participants highlighted the crucial role of
inclusion coordinators in the school’s policy provisions. The coordinator works with the
principal and heads of the school to determine the strategic development of the policy
and oversees the daily implementation of the school’s special education needs policy. One
participant indicated that he or she frequently reviewed the DIEPF in consultation with
senior management and the leadership team. Additionally, school practices were charac-
terized by promoting a culture of diversity and inclusion among both students and staff.
The schools offered a range of resources, such as training programs, technological tools,
and materials, to enhance and support diversity and inclusion initiatives throughout their
campuses. Participants emphasized the importance of leadership, planning, organization,
and control in effectively implementing the policy to ensure that every student is given
equal opportunities to succeed in both school and life.
5.2. Theme 2: Strategies Implemented to Promote Inclusive Education
The participants discussed various strategies for promoting inclusive education in their
schools. These strategies include identification and referral, staff training, and curriculum

Sustainability 2024,16, 1252 11 of 20
modification. Participants also emphasized the importance of involving parents and
students in the process of creating an inclusive school environment (Figure 3).
Sustainability 2024, 16, x FOR PEER REVIEW 11 of 20
management and the leadership team. Additionally, school practices were characterized
by promoting a culture of diversity and inclusion among both students and staff. The
schools offered a range of resources, such as training programs, technological tools, and
materials, to enhance and support diversity and inclusion initiatives throughout their
campuses. Participants emphasized the importance of leadership, planning, organization,
and control in effectively implementing the policy to ensure that every student is given
equal opportunities to succeed in both school and life.
5.2. Theme 2: Strategies Implemented to Promote Inclusive Education
The participants discussed various strategies for promoting inclusive education in
their schools. These strategies include identification and referral, staff training, and cur-
riculum modification. Participants also emphasized the importance of involving parents
and students in the process of creating an inclusive school environment (Figure 3).
Figure 3. Strategies implemented to promote inclusive education.
The participants emphasized the significance of identifying students with SEN in
promoting inclusive education and providing the necessary support. They unanimously
agreed on three primary methods for identifying students with SEN: (1) during admission
through parent referral or identification by a teacher, (2) identification in class based on
academic or behavioral concerns, and (3) identification through screening, such as the
Cognitive Abilities Test: Fourth Edition (CAT4), Group Learning Assessment (GLA), and
screening checklists.
According to one participant:
“Our school uses a learning support flowchart for identification purposes”.
In other words, support for students begins early in the admission process, with mon-
itoring of their progress in the classroom and assistance provided through academic and
student support networks. Additionally, it became clear from the participants that identi-
fication is not only necessary for students with disabilities or those at risk but also for
gifted and talented students. One participant emphasized the significance of identifying
students with disabilities and those who were gifted and talented as they required com-
prehensive support in the classroom. The participants confirmed that when teachers no-
ticed concerns regarding a student’s academic performance or behavior, they provided
differentiated activities and monitored the situation for two to three weeks, depending on
the child’s needs. If this concern persists, the teacher may consult with a special education
professional to confirm or clarify the issue before approaching parents. If the problem is
Figure 3. Strategies implemented to promote inclusive education.
The participants emphasized the significance of identifying students with SEN in
promoting inclusive education and providing the necessary support. They unanimously
agreed on three primary methods for identifying students with SEN: (1) during admission
through parent referral or identification by a teacher, (2) identification in class based on
academic or behavioral concerns, and (3) identification through screening, such as the
Cognitive Abilities Test: Fourth Edition (CAT4), Group Learning Assessment (GLA), and
screening checklists.
According to one participant:
“Our school uses a learning support flowchart for identification purposes”.
In other words, support for students begins early in the admission process, with
monitoring of their progress in the classroom and assistance provided through academic
and student support networks. Additionally, it became clear from the participants that
identification is not only necessary for students with disabilities or those at risk but also
for gifted and talented students. One participant emphasized the significance of identi-
fying students with disabilities and those who were gifted and talented as they required
comprehensive support in the classroom. The participants confirmed that when teachers
noticed concerns regarding a student’s academic performance or behavior, they provided
differentiated activities and monitored the situation for two to three weeks, depending on
the child’s needs. If this concern persists, the teacher may consult with a special education
professional to confirm or clarify the issue before approaching parents. If the problem is
severe, the teacher will promptly arrange meetings with their parents. The teacher will fill
out a referral form and the Inclusive Education Department will obtain parental consent to
work with their child by having them sign a consent form. Once a referral is submitted, the
special educator observes the student to determine appropriate intervention.
The participants emphasized the significance of offering training to all personnel who
worked with students with SEN. This training would enable them to effectively support
the unique needs of students with disabilities. One participant stated:
“The school provides staff training and encourages teachers to attend conferences. I
remember that last year, we had training for our staff on how to differentiate instruction
and create a more inclusive classroom”.

Sustainability 2024,16, 1252 12 of 20
Participants adopted curriculum access and modifications as inclusive educational
practices and strategies. Students with SEN are provided with support to ensure that
they have full access to the curriculum and equal learning experience. This is achieved
through high-quality curriculum design that meets the individualized learning needs of
each student. One participant added:
“I believe that we have invested in assistive technology, such as text-to-speech software
and magnification, to support curriculum modifications for students with SEN”.
Participants emphasized the importance of involving parents and students in the
process of creating an inclusive school environment. They emphasized the importance of
actively listening to the needs and concerns of both parents and students and working col-
laboratively with them to establish an inclusive school environment. Participants suggested
that parents should be fully informed about their child’s progress and attainment, as well
as when special educational provision is required for a student. They also recommended
providing support, advice, and training to parents and including them in team meetings
for individualized education (IE). In this regard, one participant stated:
“I believe that involving parents is key to the success of inclusiveness
. . .
Continuous
parental engagement through workshops and meetings is also important”.
5.3. Theme 3: Challenges Faced in Implementing the Policy
The participants identified various challenges in implementing DIEPF in their schools.
These challenges include insufficient funding; high student–teacher ratios; perceptions of
inclusive education, assessment, and evaluation; and a lack of inclusive social networks
(Figure 4).
Sustainability 2024, 16, x FOR PEER REVIEW 12 of 20
severe, the teacher will promptly arrange meetings with their parents. The teacher will fill
out a referral form and the Inclusive Education Department will obtain parental consent
to work with their child by having them sign a consent form. Once a referral is submied,
the special educator observes the student to determine appropriate intervention.
The participants emphasized the significance of offering training to all personnel who
worked with students with SEN. This training would enable them to effectively support
the unique needs of students with disabilities. One participant stated:
“The school provides staff training and encourages teachers to aend conferences. I re-
member that last year, we had training for our staff on how to differentiate instruction
and create a more inclusive classroom”.
Participants adopted curriculum access and modifications as inclusive educational
practices and strategies. Students with SEN are provided with support to ensure that they
have full access to the curriculum and equal learning experience. This is achieved through
high-quality curriculum design that meets the individualized learning needs of each stu-
dent. One participant added:
“I believe that we have invested in assistive technology, such as text-to-speech software
and magnification, to support curriculum modifications for students with SEN”.
Participants emphasized the importance of involving parents and students in the pro-
cess of creating an inclusive school environment. They emphasized the importance of ac-
tively listening to the needs and concerns of both parents and students and working col-
laboratively with them to establish an inclusive school environment. Participants sug-
gested that parents should be fully informed about their child’s progress and aainment,
as well as when special educational provision is required for a student. They also recom-
mended providing support, advice, and training to parents and including them in team
meetings for individualized education (IE). In this regard, one participant stated:
“I believe that involving parents is key to the success of inclusiveness
…
” Continuous
parental engagement through workshops and meetings is also important’”.
5.3. Theme 3: Challenges Faced in Implementing the Policy
The participants identified various challenges in implementing DIEPF in their
schools. These challenges include insufficient funding; high student–teacher ratios; per-
ceptions of inclusive education, assessment, and evaluation; and a lack of inclusive social
networks (Figure 4).
Figure 4. Challenges in implementing Dubai’s inclusive education policy.
One significant challenge highlighted by participants was the lack of adequate fund-
ing for inclusive education. Private schools may face challenges in allocating budgets and
resources to provide inclusive education because of the high costs associated with hiring
Figure 4. Challenges in implementing Dubai’s inclusive education policy.
One significant challenge highlighted by participants was the lack of adequate funding
for inclusive education. Private schools may face challenges in allocating budgets and
resources to provide inclusive education because of the high costs associated with hiring
specialized staff, purchasing equipment, and modifying infrastructure to meet the needs of
students with SEN. Participants emphasized the need for increased funding for inclusive
schools and support for parents of students with SEN. One interviewee stated:
“The biggest obstacle to implementing inclusive education is insufficient funding
. . .
We
require more funding for inclusive schools and to support parents of students with SEN”.
Another challenge identified by the participants was the difficulty teachers faced
in accommodating the diverse needs of their students in the classroom. Due to their
large class sizes, teachers are unable to offer individualized support to students with SEN.
Furthermore, there is an insufficient number of teachers trained in special education to
meet the needs of all students with disabilities, making it difficult to provide the necessary
support. One participant stated:

Sustainability 2024,16, 1252 13 of 20
“In every classroom, there are approximately 30 diverse students, making it difficult for
teachers to provide one-on-one support to students with SEN while attending to the needs
of other students”.
Participants also reported limited training opportunities as a challenge to imple-
menting the policy. Private schools may face challenges in providing adequate training
opportunities for their teachers and staff to support inclusive education, which could
lead teachers to feel ill-equipped to meet the needs of students with SEN. According to
one participant:
“a lack of professional development or insufficient continuous professional development
(CPD) may leave teachers feeling unprepared to cater to the needs of students with SEN”.
In terms of assessment and evaluation, the participants highlighted that teachers
encountered difficulties in assessing and evaluating the progress of students with SEN.
Teachers may find it challenging to select suitable assessment tools or benchmarks for
progress, which can make it difficult to track the progress of students with SEN. One
participant elaborated that “teachers in the mentioned school often face challenges in
administering exams and tests, particularly when they have students with SEN”.
The perception of inclusive education is often viewed as challenging. This could
lead to resistance to implementing inclusive education policies in schools. Finally, the
participants emphasized the significance of inclusive social networks and community
engagement. They stated that schools should serve as community resources and that there
should be more inclusive social networks to support students with disabilities. The role
of schools in fostering an inclusive community may not be immediately clear, and it is
important to involve communities in policy decisions to achieve this goal. One of the
interviewees stated:
“The role that schools play in building an inclusive community is not apparent. We
need more inclusive social networks where schools serve as community resources and
community involvement is prioritized from a policy perspective”.
Our study identified three central themes related to the implementation of DIEPF in
primary schools: understanding its importance, implementing inclusive strategies, and
facing challenges during implementation. The participants expressed a positive under-
standing of the policy’s potential and highlighted various strategies for creating an inclusive
school environment. However, they also acknowledged challenges, such as insufficient
resources and a lack of training.
6. Discussion
6.1. Insight into School Leaders’ Perspectives on the DIEPF
This study aims to provide deeper insights into the perceptions of school leaders
regarding DIEPF, including their comprehension, implementation, and perspectives. The
qualitative approach employed in this study not only provides a nuanced understanding
but also delves deep into the implementation of inclusive policies, specifically within
private schools in Dubai. Through an exploration of the perspectives of school leaders, this
research enriches and expands the existing literature on inclusive education, adding depth
and richness to its subject matter.
6.2. Qualitative Depth for Existing Research
The rigorous data analysis in this study provides a valuable context for the current
quantitative research on inclusive education. Private schools in Dubai are mandated by the
KHDA and the UAE’s Ministry of Education to implement inclusive education policies,
catering to diverse learning needs. Our study sheds light on the real-world impact of
these policies as well as the challenges and opportunities encountered, focusing on private
schools in Dubai. This research has broader implications for promoting diversity, equity,
and inclusion in educational settings across various contexts due to Dubai’s rapid growth

Sustainability 2024,16, 1252 14 of 20
and increasing diversity. It also delves into the cultural considerations that influence
policy implementation.
6.3. Effective Policy Implementation: A Key to Empower Inclusion in Schools
Our study’s findings show that the participants demonstrated a strong understanding
of DIEPF and acknowledged its significance in promoting an inclusive education system.
They view the policy as a positive step forward and recognize the provision of crucial
guidelines and strategies for advancing inclusive education. School leaders are committed
to embracing diversity and ensuring equal opportunities for all students. The participants’
grasp of an inclusive education policy is consistent with previous research on such policies,
which emphasizes the critical role of policy implementation in establishing inclusive edu-
cation systems [
56
,
57
]. Previous studies have also emphasized the essential role of school
leaders in promoting inclusive education practices [
58
–
60
]. These studies highlight the
importance of strong leadership, collaboration with various stakeholders, and the creation
of inclusive school environments.
According to our findings, previous research has highlighted the importance of in-
clusive education policies in providing essential guidelines and strategies for inclusive
education practices [
57
,
61
,
62
]. These policies can act as frameworks for schools to promote
inclusive practices and create more inclusive learning environments. Additionally, studies
have demonstrated that school leaders and educators committed to promoting diversity
and ensuring equal opportunities for all students can substantially influence the fostering
of inclusive education practices [
26
,
58
]. Furthermore, research has shown that inclusive
education practices can lead to improved academic and social outcomes for all students,
not just those with SEN [61,62].
This study uncovered the effective strategies employed by school leaders to promote
inclusive education in private schools in Dubai. The identified strategies include identifying
and referring students with special educational needs, providing staff training, modifying
the curriculum, and involving parents and students in the process. These approaches
illustrate a comprehensive and holistic strategy to foster an inclusive school environment.
The finding that participants implemented effective strategies to promote inclusive educa-
tion aligns with previous research emphasizing the significance of such strategies [
63
,
64
].
Khaleels’ [17] study also highlighted the crucial role of school principals in implementing
successful inclusive practices.
Identifying and referring students with SEN is a crucial initial step in providing the
necessary support [
26
]. It is essential to provide training for staff in inclusive education
practices to enhance educators’ skills and abilities [
63
]. Modifying the curriculum to meet
the needs of diverse learners is a crucial strategy for promoting inclusive education [
57
].
Involving parents, students, and teachers in developing and implementing inclusive educa-
tion policies and practices can cultivate a positive school culture that esteems and honors
all students, regardless of their background or abilities.
Our findings have also highlighted the pressing and ongoing demand for profes-
sional development and continuous training regarding policy, curriculum modification,
and understanding of how disabilities affect families. This aligns with prior research that
emphasizes the necessity of a cultural shift within schools, including practical training
programs to improve educators’ skills and abilities [
63
,
64
]. While some argue for increased
professional development and continuous training, it is important to consider the poten-
tial drawbacks of this approach [
29
,
30
]. This includes concerns about the cost–benefit
analysis of such initiatives as well as the practicality and effectiveness of long-term skill
improvement among educators in addressing disability-related challenges within schools.
6.4. Complexities of Inclusion Policy Implementation
Our study revealed that the participants encountered challenges when implement-
ing inclusive education policies in private schools in Dubai. These challenges included
insufficient funding, high student–teacher ratios, limited availability of specialized staff,

Sustainability 2024,16, 1252 15 of 20
inadequate training opportunities for teachers, difficulties in assessing and evaluating
students with SEN, and misconceptions held by parents about inclusive education, as
reported by the study participants.
Insufficient funding has consistently been identified as a significant obstacle to the
implementation of inclusive education policies, with studies highlighting its impact on
various aspects of the educational system. For example, one study emphasized how inad-
equate financial resources can hinder the inclusion of students with multiple disabilities
in augmentative and alternative communication in inclusive education [65]. Additionally,
research conducted in Saudi Arabian schools revealed a clear need for further professional
development among teachers to manage inclusive classrooms effectively [
66
]. The partic-
ipants in this study underlined the necessity for additional training to meet the diverse
needs of students and provide essential resources, such as assistive technologies and spe-
cialized personnel. Such a lack of funding not only affects teacher training but also impacts
student–teacher ratios and access to specialized staff, further exacerbating the challenges
associated with offering personalized support in inclusive classrooms.
Furthermore, high student–teacher ratios were identified as a significant challenge in
implementing inclusive education [
67
]. Another challenge identified by school leaders in
our study was the limited availability of specialized staff. Without sufficient specialized
staff, the inclusion of students with SEN becomes more challenging as these students often
require additional support and accommodation in the classroom.
The findings indicate that implementing inclusive education policies faces challenges
due to a lack of training opportunities for teachers and difficulties in assessing and eval-
uating students with SEN. Teacher training is crucial for enhancing educators’ skills in
promoting inclusive education practices [
63
,
68
]. The challenges related to assessing and
evaluating students with SEN can make it difficult to determine the support required to
effectively meet their diverse needs. Insufficient assessment and evaluation may hinder
students from receiving the essential tailored support, thereby impacting not only their
academic progress but also their social development, which in turn could have long-term
implications for their future outcomes.
For example, some parents may be concerned that inclusive education could have
a negative impact on their children’s academic progress. They worry that the diverse
needs of students with SEN may not be fully addressed in a mainstream setting, leading to
potential drawbacks for these students [
58
]. Hence, some may hold the belief that inclusive
education is not appropriate for students with SEN, and instead advocate specialized
schools or programs dedicated specifically to meet their unique requirements.
6.5. Limitations
Limitations must be taken into account when extrapolating the results of this study
to a broader national or international level. Variations in policy, legislation, and school
settings can significantly affect the transferability of the findings. This qualitative research
was designed to explore the experiences of school leaders regarding inclusive education
practices rather than to generalize the results.
It is essential to acknowledge the constraints associated with relying on self-reported
data from participants, which may introduce biases such as social desirability or memory
recall. Participants’ responses may be influenced by societal expectations, and recalling
specific details about their practices and experiences may be challenging.
Furthermore, the scope of this study was limited to the perceptions of school leaders
without input from teachers or inclusion teams responsible for overseeing inclusive edu-
cation practices. While diverse experiences were included in this exploratory qualitative
study, uncertainties arise due to the relatively small sample size, which leaves the possibility
that additional perspectives could have been captured with a larger sample. Focusing solely
on school leaders’ perspectives also omits insights from other key stakeholders, such as
teachers, students, and parents, providing an incomplete picture of policy implementation
and impact.

Sustainability 2024,16, 1252 16 of 20
While our study provided an overall comprehensive overview of perceptions at a
specific point in time, caution must be exercised when generalizing findings, since interview
participants may not fully represent all aspects of addressing nuanced issues over time or
in response to policy changes.
6.6. Implications
This study has implications for policymakers, schools, and stakeholders in inclusive
education. School leaders expressed positive perceptions of the DIEPF and emphasized
that it should be continued and strengthened. However, several challenges need to be ad-
dressed, including insufficient funding, high student–teacher ratios, limited availability of
specialized staff, and limited training opportunities for teachers. Schools should prioritize
effective strategies such as identifying and referring students with SEN, modifying the
curriculum, and involving parents and students in the process. All stakeholders should
receive education on the benefits of inclusive education to address any misconceptions and
to promote support for inclusive practices.
Resource allocation alone is insufficient. Clear guidelines and robust frameworks are
necessary to strengthen policy implementation, equipping schools with tools and knowl-
edge to translate DIEPF’s principles into practice. This includes establishing effective
monitoring and evaluation mechanisms for tracking progress, identifying areas for im-
provement, and ensuring continuous refinement of the policy. Promoting collaboration and
knowledge exchange through workshops, conferences, and online platforms can empower
schools to learn from one another and find innovative solutions.
Strong leadership is crucial in schools. School leaders must champion inclusive
practices, create a culture that embraces diversity, and allocate resources effectively to
support all students. Investing in professional development for teachers is essential to
ensure that they have the skills and confidence to work with diverse learners, develop
individualized support plans, and implement effective inclusive strategies. Fostering
collaboration between teachers, specialists, and support staff further strengthens this
network of support, ensuring that every student receives the necessary assistance and
support. To promote the development of policies and procedures and ensure consistency
across all emirates in the UAE, school leaders should share experiences and best practices
in inclusive education among educational institutions.
Ultimately, creating a truly inclusive education system requires a united effort. While
acknowledging its limitations, our study provides a crucial stepping stone and illuminates
the road ahead. By embracing these implications, policymakers, schools, and stakeholders
can come together to forge a brighter future, where every child could thrive in an inclusive
and supportive learning environment.
7. Conclusions
Our study explored the perspectives of school leaders on DIEPF. The study participants
viewed the DIEPF positively as a tool to promote an inclusive education system. This policy
was viewed as a crucial step in addressing the needs of all students, including those with
special educational needs. The school leaders in this study discussed various strategies
they had used to promote inclusive education. These included identifying and referring
to students with special educational needs, providing staff training, making curriculum
adjustments, and involving parents and students.
The study participants emphasized the crucial role of early identification, personalized
instruction, and access to specialized staff and resources in supporting students with
SEN. They also underscored the significance of teacher-training programs and the creation
of an inclusive school environment through collaboration with parents and staff. The
study participants also emphasized the challenges in implementing the DIEPF, including
inadequate funding for inclusive education, high student–teacher ratios, limited training
opportunities, assessment and evaluation difficulties, and a lack of inclusive social networks.
They stressed the importance of additional funding, specialized personnel, and teacher

Sustainability 2024,16, 1252 17 of 20
training to fully realize the potential of DIEPF and create a truly inclusive education system
for all students, particularly those with SEN.
Future Research
Future research could consider expanding the sample size to encompass a wider range
of private schools and governmental institutions. This would allow for a detailed compari-
son of policy implementations across various school settings. Furthermore, conducting a
cross-sectional survey to evaluate the attitudes and comprehension of teachers, inclusion
staff, parents, and students could offer valuable insights into future policy development.
Additionally, involving students with SEN in surveys, interviews, or focus groups can
yield invaluable perspectives on their experiences and requirements within an inclusive
education framework.
Understanding the impact of DIEPF over time is crucial. Longitudinal studies can
track how perceptions and experiences evolve, revealing the effectiveness of specific inter-
ventions and areas of ongoing improvement. Focusing on the specific challenges identified
in our study, such as insufficient funding or limited training, can inform targeted research
that proposes evidence-based solutions.
Supplementary Materials: The following supporting information can be downloaded at: https:
//www.mdpi.com/article/10.3390/su16031252/s1.
Author Contributions: All authors have contributed to this work. Conceptualization, A.M., M.A.
and M.A.-R.; methodology, A.M., M.A. and M.A.-R.; formal analysis, A.M. and M.A.-R.; investigation,
A.M. and M.A.-R.; writing—original draft preparation, A.M. and M.A.-R.; writing—review and
editing, A.M., M.A. and M.A.-R. All authors have read and agreed to the published version of
the manuscript.
Funding: This research was funded by the Office of Research and Sponsored Programs at Abu Dhabi
University, grant number 19300610.
Institutional Review Board Statement: This study was conducted in accordance with the Declaration
of Helsinki and approved by the Institutional Review Board of Abu Dhabi University (protocol code
CAS-22-08-00024, 31 August 2022).
Informed Consent Statement: Informed consent was obtained from all subjects involved in
this study
.
Data Availability Statement: The data that support the findings of this study are available upon
reasonable request. Due to privacy and ethical considerations, the data cannot be publicly shared.
Researchers interested in accessing the data may contact the corresponding author Mohammad
Al-Rashaida at: moh.alrashaida@uaeu.ac.ae to discuss the possibility of obtaining access to the data,
subject to compliance with relevant data protection and confidentiality protocols.
Acknowledgments: The authors extend their gratitude to all the participants who took part in
this study.
Conflicts of Interest: The authors declare no conflicts of interest.
References
1. Mitchell, D.R. Diversities in Education: Effective Ways to Reach All Learners; Routledge: Oxfordshire, UK, 2017.
2.
United Nations Educational Scientific and Cultural Organization. Overcoming Exclusion through Inclusive Approaches in Education:
A Challenge and a Vision; UNESCO: Paris, France, 2003.
3.
Booth, T.; Ainscow, M. Index for Inclusion: Developing Learning and Participation in Schools; Centre for Studies on Inclusive Education
(CSIE): Bristol, UK, 2002.
4.
United Nations Educational Scientific and Cultural Organization. Salamanca Statement and Framework for Action on Special Education
Needs; UNESCO: Paris, France, 1994. Available online: http://www.unesco.org/education/pdf/SALAMA_E.PDF (accessed on
10 November 2023).
5.
Engelbrecht, P.; Louw, H. Teachers’ experiences in the implementation of the life skills CAPS for learners with severe intellectual
disability. Educ. Res. Soc. Chang. 2021,10, 1–19. Available online: https://scite.ai/reports/10.17159/2221-4070/2021/v10i2a7
(accessed on 10 November 2023).

Sustainability 2024,16, 1252 18 of 20
6.
Khochen-Bagshaw, M. Drivers of ‘inclusive secondary schools’ selection: Lessons from Lebanon. Int. J. Incl. Educ. 2020,27,
107–122. [CrossRef]
7.
Chenoweth, L.; Stehlik, D. Implications of social capital for the inclusion of people with disabilities and families in community
life. Int. J. Incl. Educ. 2004,8, 59–72. [CrossRef]
8.
Forlin, C.; Kawai, N.; Higuchi, S. Educational reform in Japan towards inclusion: Are we training teachers for success? Int. J. Incl.
Educ. 2015,19, 314–331. [CrossRef]
9.
Sexton, G.; Brown, C.; Joosten, A.; Hayward, B. Exploring the implementation of the restraint and seclusion school policy with
students with disability in Australian schools. Int. J. Incl. Educ. 2022,26, 1–19. [CrossRef]
10.
Murray, J.J.; Snoddon, K.; De Meulder, M.; Underwood, K. Intersectional inclusion for deaf learners: Moving beyond General
Comment no. 4 on Article 24 of the United Nations Convention on the Rights of Persons with Disabilities. Int. J. Incl. Educ. 2020,
24, 691–705. [CrossRef]
11. UNESCO. A Guide for Ensuring Inclusion and Equity in Education; UNESCO IBE: Geneva, Switzerland, 2017.
12.
Gaad, E. Educating learners with special needs and disabilities in the UAE: Reform and innovation education in the United
Arab Emirates: Innovation and Transformation. In Education in the United Arab Emirates; Springer: Singapore, 2019; pp. 147–159.
[CrossRef]
13.
Knowledge and Human Development Authority. Dubai Inclusive Education Policy Framework; KHDA: Dubai, United Arab
Emirates, 2017.
14.
Massouti, A.; Shaya, N.; Abukhait, R. Revisiting Leadership in Schools: Investigating the Adoption of the Dubai Inclusive
Education Policy Framework. Sustainability 2023,15, 4274. [CrossRef]
15.
Al-Rashaida, M.; Massouti, A. Assessing the efficacy of online teacher training programs in preparing pre-service teachers to
support students with special educational needs in mainstream classrooms in the UAE: A case study. J. Res. Spec. Educ. Needs
2023,24, 188–200. [CrossRef]
16.
Hussain, A.S. UAE Preschool Teachers’ Attitudes toward Inclusion Education by Specialty and Cultural Identity. Ph.D. Thesis,
Walden University, Washington, DC, USA, 2017.
17.
Khaleel, N.; Alhosani, M.; Duyar, I. The role of school principals in promoting inclusive schools: A teachers’ perspective. Front.
Educ. 2021,6, 106–112. [CrossRef]
18.
Dubai Executive Council. Executive Council Resolution No. 2 of 2017 on the Regulation of Private Schools in Dubai. 2017. Avail-
able online: https://www.dubaifaqs.com/dubai-executive-council- resolution-no-2-2017.php (accessed on 2 November 2023).
19.
Dubai Government. Dubai Law No. 2 of 2014. 2014. Available online: https://www.dubaifaqs.com/dubai-law-no-2-2014.php
(accessed on 3 November 2023).
20. OECD. Equity and Quality in Education: Supporting Disadvantaged Students and Schools; OECD Publishing: Paris, France, 2012.
21.
Naicker, S. From policy to practice: A South African perspective on implementing inclusive education policy. Int. J. Whole Sch.
2007,3, 1–6.
22.
Radojlovic, J.; Kilibarda, T.; Radevic, S.; Maricic, M.; Ilic, K.P.; Djordjic, M.; Colovic, S.; Radmanovic, B.; Sekulic, M.;
Djordjevic, O.; et al
. Attitudes of Primary School Teachers Toward Inclusive Education. Front. Psychol. 2022,13, 891930.
[CrossRef] [PubMed]
23.
Kim, Y.W. Inclusive Education in Korea: Policy, Practice, and Challenges. J. Policy Pract. Intellect. Disabil. 2013,10, 79–81.
[CrossRef]
24.
Mbua, E.M. Principal leadership: Raising the achievement of all learners in inclusive education. Am. J. Educ. Pract. 2023,7, 1–25.
[CrossRef]
25.
Kelly, A.; Devitt, C.; O’Keeffe, D.; Donovan, A.M. Challenges in Implementing Inclusive Education in Ireland: Principal’s Views
of the Reasons Students Aged 12+ Are Seeking Enrollment to Special Schools. J. Policy Pract. Intellect. Disabil. 2014,11, 68–81.
[CrossRef]
26.
Ainscow, M.; Sandill, A. Developing inclusive education systems: The role of organizational cultures and leadership. Int. J. Incl.
Educ. 2010,14, 401–416. [CrossRef]
27.
Waitoller, F.R.; Artiles, A.J. A decade of professional development research for inclusive education: A critical review and notes for
a research program. Rev. Educ. Res. 2013,83, 319–356. [CrossRef]
28.
Óskarsdóttir, E.; Donnelly, V.; Turner-Cmuchal, M.; Florian, L. Inclusive school leaders–their role in raising the achievement of all
learners. J. Educ. Adm. 2020,58, 521–537. [CrossRef]
29.
Alkaabi, A.M.; Abdallah, A.K.; Badwy, H.R.; Badawy, H.R.; Almammari, S.A. Rethinking School Principals’ Leadership Practices
for an Effective and Inclusive Education. In Rethinking Inclusion and Transformation in Special Education; IGI Global: Hershey, PA,
USA, 2022; pp. 53–70.
30.
Al-Rashaida, M.; Moustafa, A. Empowering Leaders in Early Childhood Special Education. In Restructuring Leadership for School
Improvement and Reform; IGI Global: Hershey, PA, USA, 2023; pp. 42–58.
31.
Lindqvist, G.; Nilholm, C. Making schools inclusive? Educational leaders’ views on how to work with children in need of special
support. Int. J. Incl. Educ. 2013,17, 95–110. [CrossRef]
32. Alghazo, E.; Gaad, E. General education teachers in the UAE and their acceptance of the inclusion of students with disabilities’.
Br. J. Spec. Educ. 2004,31, 94–99. [CrossRef]

Sustainability 2024,16, 1252 19 of 20
33.
Anati, N. The pros and cons of inclusive education from the perceptions of teachers in the United Arab Emirates. Int. J. Res. Stud.
Educ. 2013,2, 55–66. [CrossRef]
34.
Dukmak, S.J. Regular classroom teachers’ attitudes towards including students with disabilities in the regular classroom in the
United Arab Emirates. J. Hum. Resour. Adult Learn. 2013,9, 26–39.
35.
Gaad, E.; Almotairi, M. Inclusion of student with special needs within higher education in UAE: Issues and challenges. J. Int.
Educ. Res. 2013,9, 287–292. [CrossRef]
36.
Gaad, E.; Khan, L. Primary mainstream teachers’ attitudes towards inclusion of students with special educational needs in the
private sector: A perspective from Dubai. Int. J. Spec. Educ. 2007,22, 95–109.
37.
Buli-Holmberg, J.; Sigstad, H.M.H.; Morken, I.; Hjörne, E. From the idea of inclusion into practice in the Nordic countries: A
qualitative literature review. Eur. J. Spec. Needs Educ. 2023,38, 79–94. [CrossRef]
38.
Cameron, D.L. Too much or not enough? An examination of special education provision and school district leaders’ perceptions
of current needs and common approaches. Br. J. Spec. Educ. 2016,43, 22–38. [CrossRef]
39.
Jahnukainen, M. Inclusion, integration, or what? A comparative study of the school principals’ perceptions of inclusive and
special education in Finland and in Alberta, Canada. Disabil. Soc. 2015,30, 59–72. [CrossRef]
40.
Li, M.; Lin, Y.; Bao, T.; Zhao, Q.; Wang, Y.; Li, M.; Chen, Y.; Qian, Y.; Chen, L.; Zhu, D. Inclusive education of elementary
students with autism spectrum disorders in Shanghai, China: From the teachers’ perspective. BioScience Trends 2022,16, 142–150.
[CrossRef]
41.
Pazey, B.L.; Cole, H.A. The role of special education training in the development of socially just leaders: Building an equity
consciousness in educational leadership programs. Educ. Adm. Q. 2013,49, 243–271. [CrossRef]
42.
Sider, S.; Maich, K.; Morvan, J. School principals and students with special education needs: Leading inclusive schools. Can. J.
Educ. Rev. Can. L’éducation 2017,40, 1–31. Available online: https://www.jstor.org/stable/90010122 (accessed on 12 November
2023).
43.
DeMatthews, D.E.; Serafini, A.; Watson, T.N. Leading inclusive schools: Principal perceptions, practices, and challenges to
meaningful change. Educ. Adm. Q. 2021,57, 3–48. [CrossRef]
44.
Sumbera, M.J.; Pazey, B.L.; Lashley, C. How building principals made sense of free and appropriate public education in the least
restrictive environment. Leadersh. Policy Sch. 2014,13, 297–333. [CrossRef]
45.
Tejero Hughes, M.; Passmore, A.; Maggin, D.M.; Kumm, S. Teacher leadership: Exploring the perceptions of special educators.
Int. J. Leadersh. Educ. 2022,25, 1–16. [CrossRef]
46.
Carter, N.; Prater, M.A.; Jackson, A.; Marchant, M. Educators’ perceptions of collaborative planning processes for students with
disabilities. Prev. Sch. Fail. Altern. Educ. Child. Youth 2009,54, 60–70. [CrossRef]
47.
Jurkowski, S.; Ulrich, M.; Müller, B. Co-teaching as a resource for inclusive classes: Teachers’ perspectives on conditions for
successful collaboration. Int. J. Incl. Educ. 2023,27, 54–71. [CrossRef]
48.
Jackson, K.M. Perceptions of Leadership Styles in International Special and General Education Schools in the United Arab
Emirates. J. Glob. Educ. Res. 2023,7, 34–49. [CrossRef]
49.
Alborno, N.E. The “yes
. . .
but” dilemma: Implementing inclusive education in Emirati primary schools. Br. J. Spec. Educ. 2017,
44, 26–45. [CrossRef]
50.
Creswell, J.W.; Creswell, J.D. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches; Sage Publications: Thousand
Oaks, CA, USA, 2017.
51. Braun, V.; Clarke, V. Reflecting on reflexive thematic analysis. Qual. Res. Sport Exerc. Health 2019,11, 589–597. [CrossRef]
52.
Tong, A.; Sainsbury, P.; Craig, J. Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for
interviews and focus groups. Int. J. Qual. Health Care 2007,19, 349–357. [CrossRef] [PubMed]
53. Yin, R.K. Case Study Research: Design and Methods, 5th ed.; Sage Publications Inc.: London, UK, 2014.
54.
McBrien, B. Evidence-based care: Enhancing the rigour of a qualitative study. Br. J. Nurs. 2008,17, 1286–1289. [CrossRef]
[PubMed]
55.
Knowledge and Human Development Authority. Implementing Inclusive Education: A Guide for Schools; KHDA: Dubai, United
Arab Emirates, 2019.
56.
Kefallinou, A.; Symeonidou, S.; Meijer, C.J. Understanding the value of inclusive education and its implementation: A review of
the literature. Prospects 2020,49, 135–152. [CrossRef]
57. Florian, L.; Black-Hawkins, K. Exploring inclusive pedagogy. Br. Educ. Res. J. 2011,37, 813–828. [CrossRef]
58.
Avramidis, E.; Toulia, A.; Tsihouridis, C.; Strogilos, V. Teachers’ attitudes towards inclusion and their self-efficacy for inclusive
practices as predictors of willingness to implement peer tutoring. J. Res. Spec. Educ. Needs 2019,19, 49–59. [CrossRef]
59.
Cobb, C. Principals play many parts: A review of the research on school principals as special education leaders 2001–2011. Int. J.
Incl. Educ. 2015,19, 213–234. [CrossRef]
60.
Lambrecht, J.; Lenkeit, J.; Hartmann, A.; Ehlert, A.; Knigge, M.; Spörer, N. The effect of school leadership on implementing
inclusive education: How transformational and instructional leadership practices affect individualized education planning. Int. J.
Incl. Educ. 2022,26, 943–957. [CrossRef]
61.
Finkelstein, S.; Sharma, U.; Furlonger, B. The inclusive practices of classroom teachers: A scoping review and thematic analysis.
Int. J. Incl. Educ. 2021,25, 735–762. [CrossRef]
62. Slee, R. Discourses of inclusion and exclusion: Drawing wider margins. Power Educ. 2014,6, 7–17. [CrossRef]

Sustainability 2024,16, 1252 20 of 20
63.
Gagnon, D.J.; Mattingly, M.J.; Connelly, V.J. The restraint and seclusion of students with a disability: Examining trends in US
school districts and their policy implications. J. Disabil. Policy Stud. 2017,28, 66–76. [CrossRef]
64.
Trader, B.; Stonemeier, J.; Berg, T.; Knowles, C.; Massar, M.; Monzalve, M.; Pinkelman, S.; Nese, R.; Ruppert, T.; Horner, R.
Promoting inclusion through evidence-based alternatives to restraint and seclusion. Res. Pract. Pers. Sev. Disabil. 2017,42, 75–88.
[CrossRef]
65.
Aldabas, R. Barriers and facilitators of using augmentative and alternative communication with students with multiple disabilities
in inclusive education: Special education teachers’ perspectives. Int. J. Incl. Educ. 2021,25, 1010–1026. [CrossRef]
66.
Alshammari, M.B. General Education Teachers’ Attitudes toward Students with Learning Disabilities in Regular Education
Classrooms in Ha’Il, Saudi Arabia. Ph.D. Thesis, Saint Louis University, St. Louis, MO, USA, 2023.
67.
Ireri, B.R.; King’endo, M.; Wangila, E.; Thuranira, S. Policy Strategies for Effective Implementation of Inclusive Education in
Kenya. Int. J. Educ. Adm. Policy Stud. 2020,12, 28–42.
68.
Al-Rashaida, M.; Amayra, I.; López-Paz, J.F.; Martínez, O.; Lázaro, E.; Berrocoso, S.; García, M.; Pérez, M.; Rodríguez, A.A.; Luna,
P.M.; et al. Studying the Effects of Mobile Devices on Young Children with Autism Spectrum Disorder: A Systematic Literature
Review. Rev. J. Autism Dev. Disord. 2022,9, 400–415. [CrossRef]
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual
author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to
people or property resulting from any ideas, methods, instructions or products referred to in the content.