Attitudes and Knowledge of Teachers toward the Inclusion of Students with Hearing Impairment in Inclusive Schools of UAE

Abstract

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.