Examining teachers’ perceived competence in implementing the Council for Exceptional Children’s High-Leverage Practices for Students with Disabilities in inclusive classrooms in the United Arab Emirates

This cross-sectional study used a survey to examine teachers’ perceived competence in implementing the Council for Exceptional Children’s High-Leverage Practices for Students with Disabilities in public and private schools in the United Arab Emirates (UAE). This is important for understanding teachers’ perceptions of their competence and targeting areas for needed additional professional development. The survey was sent to all schools in the UAE. 999 responses were received from teachers. The data were subjected to confirmatory factor analysis, mean scores, multivariate analysis of variance and multiple regression. The results indicate that teachers perceive greater competence in implementing practices focused on instruction in behavior and academics than in implementing practices focused on intensifying and intervening as needed or collaboration. Implications for practice and further research are considered.