Inclusive Education in UAE

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Introduction

A significant step towards achieving inclusive education in the UAE was possible after passing the Federal law 29/2006. The articles 12, 13, 14 related to this law ensure that the special need student’s right to education is met and article 15 appointed a committee to oversee the implementation of the law (Gaad, 2011). The private education system came in to meet the demands of the diverse expatriate population needs that come from various cultural backgrounds. It is found that mostly students with mild disabilities got admitted however students with multiple needs often got admitted only into centre’s (Bradshaw et al. 2004 & Gaad & Khan 2007). Hence this particular case study was chosen as the student had multiple needs.

The student identified is a female of Indian nationality, aged ten and with Cerebral Palsy. As per the reports (refer appendix 2) it indicates that she has a history of epilepsy and continues to take regular medication for it. An MRI result shows left pariteo-temporal cortical dysplasia which has affected the right side of the body resulting in a lot of physical limitations as disclosed by the mother. In addition to it she has learning difficulties perceptual issues and attention deficits (refer appendix 3 &4). While the case study was done some limitations were noted due to the information being personal and confidential especially the medical needs and counselling support provided. There were certain medical records which could not be interpreted correctly.

Cerebral Palsy is a condition defined by (Scope in Fulton 2004) “caused by brain lesion which is non progressive and leads to variable impairment of the coordination of muscle action, with resulting inability of the person to maintain norm...

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...ion teacher could work collaboratively the physical activity and games lessons would become more meaningful. Moreover the student would enjoy doing it and be more involved. The counselling support provided needs to consider the cultural factors, financial constraints the parent face in providing the best interventions.. Moreover, being sensitive to the parents’ needs and maintaining an open line of communication and respect is essential for a coordinated plan. (Friend & Bursuck p. 99).(Mittler 2000, p.60) Raises the concern that the teachers are hesitant to interfere in the family issues and the parents feel the teacher is not showing interest this creates a barrier. By having an inclusive education all the key players ensure that the student gets a rich and valuable educational environment to help them be effective members of the society. (Hay G.H.et al. 1997)

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