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This study examined the prevalent leadership practices in the implementation of the Dubai Inclusion Education Policy Framework (DIEPF), which paves the way for elaborating on key nuances relating to the prospects and challenges of meeting the United Arab Emirates’ (UAE) federal requirement of educating all students, including students identified as experiencing special educational needs and disabilities (SEND) in a common learning environment. A qualitative phenomenological research design was employed, where data was collected through semi-structured interviews with a group of individuals who assumed a senior leading role in SEND departments, led inclusive practices at the school level, or were experts in special education studies in the UAE. The final sample consisted of 21 interviewees, of which 11 are heads of SEND departments, 6 are senior executive leaders at the designation of principal or vice principal, and 4 are experts in special education employed in reputable higher education institutions in the UAE. The analysis resulted in identifying five themes as critical key factors in inclusive education implementation and several sub-theme components. As an additional dimension, an emergent theme was derived, expanding the theoretical boundaries of the DIEPF. Finally, theoretical and managerial implications for effective inclusive practices in school settings are offered.
Massouti et al. (Mon,) studied this question.