Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
29
result(s) for
"People with disabilities Education United arab Emirates"
Sort by:
Virtual Training on Stress Management for the Mothers of Children with Disabilities in the United Arab Emirates
Parenting children with disabilities has consistently been reported to be associated with stress, and even more so among mothers who are primary caregivers. In non-Western contexts such as the United Arab Emirates (UAE), there is a dearth of research on maternal mental health in relation to raising children with disabilities and related mitigation strategies. During the COVID-19 pandemic (2020–2021), the Federal Government of the UAE used the Save the Child’s Stress Checklist to assess the stress levels of 635 mothers who were raising children with disabilities in the northern part of the country. In the pre-test, an estimated 6% (36/635) of the mothers were found to be experiencing high levels of stress. Consequently, virtual stress management training was conducted, and 12 of the 36 mothers completed the full training. Wilcoxon’s ranked test showed a reduction in their total, physical, emotional and cognitive stress at the end of the training. This study demonstrates the pressing need for ongoing training programmes to improve the mental health of mothers of children with disabilities in the UAE and similar contexts.
Journal Article
Fathers’ involvement in raising children with intellectual disabilities: Mothers’ ratings of the contribution of their spouses
Intellectual disability (ID) is a lifelong condition characterized by individuals' inability to perform cognitive tasks and participate in daily living activities. While parenting children with ID has been reported to be demanding, studies draw mainly on mothers. In contexts such as the United Arab Emirates (UAE), there is little literature on fathers' involvement in raising children with IDs.
The purpose of this study was to explore, from the perspectives of mothers, the extent of fathers' involvement in raising children with ID in the UAE.
One hundred and fifty-eight (N = 158) mothers with children with ID completed the fathers' involvement in disability and rehabilitation scale. Mothers who had enrolled their children with ID in special schools or receiving services at rehabilitation centres were invited to participate in this study. The data were subjected to the following analyses: mean computation, multivariate analysis of variance, hierarchical regression, and moderation analysis.
The results showed high fatherly support, participation in training, and contribution to the development of their children with ID. However, the mothers' ratings showed the fathers' ambivalence toward parenting children with ID. A relationship was found between attitude and support, as well as marital status and the educational level of mothers, providing insight into the involvement of fathers.
The study recommends training programs aimed at improving the attitudes of fathers toward raising children with ID and other study implications.
Journal Article
The nexus between the attitudes and self-concepts of gifted students in an Arab context
The research literature has reported the need for educators to develop suitable programs geared toward the nurturance of gifted students. Although some non-Western countries have adopted policies to foster the growth of exceptional students, their contributions to research in gifted education are limited. To expand the literature on gifted education, this study was guided by Ajzen's theory of planned behavior to explore the attitudes and self-conceptions of gifted and talented students in the United Arab Emirates.
The revised Self-Perception Profile for Children and Opinions About the Gifted and Their Education scales were used to collect data from 150 high school students in Abu Dhabi, one of seven states (emirates) in the United Arab Emirates. AMOS software version 29 was used to conduct confirmatory factor and path analyses. To evaluate the differences between the background variables on attitudes and self-concepts, t-tests were calculated using SPSS software version 28.
The study found a relationship between the attitudes and self-concepts of students regarding their participation in enrichment programs. The hypothesized moderation effect of demographic variables on the relationship between attitudes and self-concepts was not supported.
The study's limitations and implications for educators in the United Arab Emirates to prioritize programs geared toward developing the attitudes and self-concepts of gifted students are discussed in detail.
Journal Article
Perceived Competence of Teachers in the Implementation of Trauma-informed Practices for Students with Disabilities in Classrooms in the United Arab Emirates
Trauma refers to an overwhelming experience that can leave lingering and negative memories in individuals. Although it is a precursor to challenging behaviours among students with disabilities, the ability of teachers to manage and support them in overcoming their post-trauma experiences is rarely discussed in the literature. This study aims to understand the perceived competence of teachers in adopting trauma-informed practices (TIP) for students with disabilities in regular classrooms in the United Arab Emirates (UAE). The trauma model of the Substance Abuse and Mental Health Services Administration (SAMHSA) guided the development of the Teacher Trauma Management Scale (TTMS) as well as the Balanced Inventory of Desirable Responding (BIDR-16), which was used for data collection. A total of 244 in-service teachers were recruited from 22 schools in one of the seven Emirates in the UAE. The data were subjected to a t-test, an analysis of variance, Pearson moment-production correlation, hierarchical regression and moderation analyses. The results show an interrelationship between most of the domains of the SAMHSA model, the ambivalence of participants towards the implementation of TIP, a small influence of social desirability and the effect of background variables on TIP in the UAE. The study findings showed neutrality of participants on trauma management and thus, highlighting the need for TIP policy formulation, curriculum reform and other implications, which are discussed in detail in the paper.
Journal Article
Children with intellectual disability: fathers’ self-reported involvement in rehabilitation in the United Arab Emirates
Background
Community-based rehabilitation has been advocated as an effective way to promote the participation of children with disabilities, such as those with intellectual disabilities (ID), in services located within their communities. While children with ID have reduced cognitive, social and physical abilities, the extent of involvement of fathers in their parenting is unresearched in countries such as the United Arab Emirates (UAE).
Objective
The current study presents an exploration of the involvement of fathers of children with ID in their upbringing.
Method
A total of 152 fathers of children with ID completed a questionnaire known as Fathers’ Involvement in Development and Rehabilitation Scale which is made up of three sub-scales: attitudes, support and participation in training. SPSS was used for the computation of means, correlations, linear regressions and moderation analyses.
Results
Fathers rated themselves positively on each of the tenets of involvement, which also correlated positively with each other. The country of origin of fathers and the level of needs of children impacted or moderated the relationship between the tenets of involvement.
Conclusion
The study findings have implication for policy with a recommendation for tailored training programmes for fathers based on their unique characteristics or situations in the UAE.
Journal Article
Career Choices Among Individuals with Disabilities in the Gulf Region: Cultural, Religious, Policy, and Socio-Economic Influences: A Literature Review
This study explores the multifaceted factors influencing career decisions among individuals with disabilities (IWDs) in the Gulf region, emphasizing the interplay between health and cultural/religious contexts. To examine these complex influences, this review adopts Bronfenbrenner’s Ecological Systems Theory as a guiding framework. This theoretical lens facilitates an in-depth analysis of how personal attributes, religious and cultural beliefs, disability-specific challenges, systemic and environmental barriers, gender-related issues, social networks, transition and teachers’ attitudes, work environment, and government policies interact across multiple levels to shape career choices for IWDs in the Gulf region. Cultural and religious beliefs critically shape both the perceptions and opportunities available to IWDs, reflecting the broader macrosystem influences. By applying this multi-layered approach, this review highlights the need to integrate religious and spiritual considerations into support frameworks to enhance the mental and physical well-being of IWDs as they navigate their career paths. The findings suggest actionable implications for policymakers and practitioners dedicated to improving inclusion and equity in the workforce for individuals with disabilities.
Journal Article
Human resource diversity in the United Arab Emirates: empirical study
Purpose - The United Arab Emirates (UAE) is one of the few countries where nationals make up less than 20 percent of the total population and less than 2 percent of the workforce. Hence organizations in the public and private sectors are highly diverse in terms of their employees' nationality, language, religion, race, and gender. The purpose of this paper is to examine how employees perceive human resource diversity and what they consider successful diversity to be.Design methodology approach - The main research instrument is a questionnaire which measures diversity in human resources. Exploratory factor analysis, multiple regression, and descriptive statistics were used in order to analyze 795 survey responses.Findings - The findings reveal that perception of human resource diversity in the UAE vary by employees' gender, educational level, nationality, professional experience, job level, previous experience in diverse workplace, and second language competency. Analysis of employees' responses helped to construct a four-factor model, which can be utilized to improve diversity practices in organizations.Research limitations implications - Although the literature on the UAE is limited, the study proposes four factors needed to achieve perceived successful diversity practices: legal, personnel, bureaucratic, and political factors. Researchers are encouraged to use comparative approaches to test the proposed model.Originality value - The study offers important insights for researchers and practitioners of human resource management in the UAE.
Journal Article
The Teacher Assistant Programme Across The UAE: Empower To Include
This paper presents the findings of a government-funded research project that was aimed at providing well-trained teacher assistants to enable inclusion of learners with intellectual disabilities in 21 Emirati government schools across the United Arab Emirates. The project is a first in the country and attracted media attention because of its dual benefit in not only supporting the national trend of the inclusion of learners with disabilities in mainstream schools, but also enabling empowerment of young Emirati women who did not make it to higher education for some reason or another but are keen to join the work force. The main research question was, \"what is the impact of the programme on the lives of those Emirati women who became teacher assistants and on the education process in the school where they were trained?\" Mixed methods were applied to achieve the aims of the project. Provisional results showed that having a well-trained teacher assistant in class, alongside the class teacher in Emirati mainstream schools, supports and empowers young learners with intellectual disabilities and contributes to an effective and long-lasting inclusive education. In relation to the Emirati trainees, the programme was effective and it supported such young women to secure a place in the work force as well as equipped them with new skills that they found useful for their own self-development and their respective communities across the UAE. The project was funded by the Emirates Foundation for the UAE Down Syndrome Association in collaboration with the British University in Dubai and the Ministry of Education in the UAE.
Journal Article