ISSN: 2226-6348
Open access
This study investigates the attitudes and knowledge of teachers toward the inclusion of students with hearing impairments in inclusive schools in the UAE. A mixed-methods research approach was employed, focusing on Abu Dhabi schools. Quantitative data was collected through structured questionnaires, and qualitative insights were gathered through pilot testing and expert validation. The results indicate varying levels of knowledge and attitudes, with significant relationships between teacher preparedness and the success of inclusion practices. The study highlights the necessity for tailored training programs and policy adaptations to support inclusive education practices more effectively.
Alotaibi, R., Alenezi, A., & Alkandari, L. (2020). Teachers' knowledge on inclusion. Journal of Special Education, 34(2), 45-58.
Hassanein, E. (2021). Attitudes of teachers toward inclusive education in the Middle East. Inclusive Education Review, 12(1), 20-35.
Shihab, M. (2022). Inclusive Education in UAE: Challenges and Solutions. UAE Educational Journal, 11(4), 10-22.
Mosharbak, M. (2020). Policies and Practices in Hearing Impairment Education. Middle East Education Studies, 8(3), 70-90.
Taguibulos, Z. S. B. (2020). DEAFying Silence: Analyzing Inclusive Non-Verbal Communication Strategies Between Students with Deafness and Their Non-PWD Peers. https://osf.io/preprints/akpuz/
Taherdoost, H. (2021). Data Collection Methods and Tools for Research; A Step-by-Step Guide to Choose Data Collection Technique for Academic and Business Research Projects. International Journal of Academic Research in Management (IJARM), 10(1), 10-38. https://hal.science/hal-03741847/document
Tanna, R., Lin, J., & De Jesus, O. (2023). Sensorineural Hearing Loss. National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK565860/’
Thomas, F. B. (2022). The Effective Practice of Assistive Technology to Boom Total Communication Among Children With Hearing Impairment in Inclusive Classroom Settings. Intelligent Systems for Rehabilitation Engineering, 223-238.
Tiernan, B. (2022). Inclusion versus full inclusion: implications for progressing inclusive education. European Journal of Special Needs Education, 37(5), 882-890.
Eideh, H. H. R., & Zaharudin, R. (2025). Attitudes and Knowledge of Teachers toward the Inclusion of Students with Hearing Impairment in Inclusive Schools of UAE. International Journal of Academic Research in Progressive Education and Development, 14(2), 1539–1543.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode