Perceived Practices and Challenges in Supporting Parents of Special Educational Needs Students in Ministry of Education Primary School - Dubai, UAE

Abstract

The procedures and difficulties that parents of students with special educational needs (SEN) in Dubai, United Arab Emirates, perceive are studied in this study. It is critical for understanding the experiences and viewpoints of parents as the region develops its educational policy to meet the demands of a different student population. Through quantitively questionnaires, this study examines the support systems that are currently in place, assesses their efficacy, and pinpoints areas in need of improvement. According to the findings, parents frequently face difficulties like poor communication with schools, restricted access to specialised resources, and unequal collaboration from teachers, even though there is a strong commitment to inclusion. Additionally, the study highlights the essential part that parental participation plays in SEN students' academic success and recommends for additional and reliable support.