Special Education Teacher Perceptions Towards Effective Instructional Practices in the United Arab Emirates (UAE)

Abstract

In this study, the author examined special education teacher's perceptions of their effective instruction practices in teaching students with disabilities in the United Arab Emirates (UAE). Participants included 107 prospective teachers who teach in special education classrooms, and 107 prospective teachers who teach in centers. They responded to 63 items of the modified version of the Model off Effective Instruction (Ysseldyke and Algozzine, 1995). Finding revealed that teachers in general were ineffective in teaching students with disabilities. However, female teachers were more effective than male teachers; special education classroom teachers were more effective than their counterparts who teach in centers; teachers who had 1–5 years of experience were more effective than those with more than six years of experience, and teachers who had inservice training once were more effective than those who had inservice training more than once.