Adoption of Inclusive Education

Several issues have arisen following the adoption of inclusive education in the United Arab Emirates (UAE) and around the world. To identify such issues and the significant role actors in schools that use this approach, some research in the literature was undertaken on inclusion (i.e., inclusive schools.) The role of school leaders plays in encouraging inclusive schools in is the focus of this research. This study, therefore, aims to critically look into the part played by principals in supporting inclusive schools in Umm Al Quwain. To reach this goal, the elements that influence the admission of students with special needs into regular schools Umm Al Quwain schools and other considerations made by the principals were investigated. The principals were then tasked with researching and determining the school improvements that should be implemented in these schools. As a result, this study used a qualitative technique with an experimental approach to obtain and analyze data based on the contemporary situation of inclusive schools in Umm Al Quwain. A focus-group interview was used to collect data, and ten interviews were done. The study involved a group of ten teachers from private institutions. The researcher then used theme analysis to refine and analyze the information gathered. Taking into considerations the elements that affect inclusion in regular and executing productive changes schools, the entire study finding suggests that school principals have a vital part to play when it comes to inclusion. As a result, the study’s primary benefit was to reignite an understanding among teachers who took part in the study, encouraging them to reconsider the elements that affect inclusive teaching and learning in their classrooms. The research also added to the body of knowledge about the part principals play in promoting inclusion in the UAE. Finally, the researcher concluded that school principals require extensive training and development for them to better understand inclusion. It further stated that school principals must evaluate the requirements of SODs in their inclusive schools in the same way that they consider the needs of other pupils.