Inclusive Teaching Online: Lessons Learned

This study aimed to understand how students with disabilities were included in online classrooms as teachers reimagined learning during COVID-19 school shutdowns. Through a mixed-methods approach, researchers investigated the implications of COVID-19 restrictions for private school teachers in Dubai, UAE. Dubai private schools provide many different curriculums but present a uniquely homogenous socio-economic school population to study, in addition to ongoing mandates for inclusion during the shift to at-home learning. The study addressed the adaptations made by teachers that could continue to influence practices in the return to in-person learning. Researchers utilised an explanatory-sequential mixed methods approach to data collection. Initial surveys explored the training and experience of teachers, while interview data brought forth the challenges and successes experienced. Quantitative data was analysed using SPSS software and included a factor analysis. The hypothesis tests for seven independent variables revealed several factors that could potentially lead to more successful outcomes. Qualitative results revealed a lack of adequate training and support for the use of inclusive practices and a need for teachers to reflect on pandemic teaching practices. Teachers reported many innovations and inclusive teaching methods; however, many of these new innovative, inclusive practices risk being lost if teachers do not engage in critical reflection.