2.2 Gifted education in the UAE
2.2.5 Dubai Inclusive Education Policy Framework 2017
The Dubai inclusive education policy framework stated that inclusive education is momentous to creating responsible education, and is based on the imperative principles of respect, equity, acceptance, fairness, diversity, individualization, and enrichment for all learners. As explained within this policy framework, a truly inclusive education system merited highly effective support services embracing the evidence-based teaching and learning methodologies catering to the unique needs of learners. A robust support system was required to be established with educational leaders and other stakeholders sharing the inclusive vision, appropriate support strategies for learners and teachers, flexible and innovative teaching and learning approaches, manifold curricular pathways, and a comprehensive array of assessments. The emirate of Dubai had developed its strategic improvement plans and aspired to be fully inclusive by the year 2020.
The 2017 inclusive education policy framework by the KHDA proposed to characterize the students with disabilities as Persons of determination (POD) to recognise and respect their valour and endurance. This policy explained how the Dubai Disabilities Strategy had a vision of creating a unified inclusive community by the year 2020. The Dubai inclusive education policy framework challenged the archaic perceptions and definitions while stating communal terms of reference and was required to be followed by all educational institutions. The rationale of this policy framework was to postulate the
37 standards and processes required for the progression of these inclusive provisions in the emirate of Dubai.
The KHDA realised that to achieve the inclusion agenda, all schools need to invest in resources to cater to the local population of learners with individual needs. The new policy framework gives a clear indication regarding the staffing resources, roles, and responsibilities of all stakeholders of education, expected learner outcomes, developing the country’s database, differentiation, alternate curricular pathways, and other relevant support services from pre-primary to employment stage. All schools were expected to comply with the policy expectations by the year 2020.
The core guiding principles and all ten of the Standards of Dubai Inclusive Education Policy Framework 2017 were accepting and valuing learner diversity, realizing the individual potential of students’ ability to learn, effective differentiation in teaching and learning, recognizing the need for rights-based education, reducing barriers to learning, refraining from ability-based grouping, and promoting an inclusive culture at all educational institutions. Additionally, this policy framework provides specific guidance on the following ten standards expected to be adhered to by all relevant authorities in the emirate of Dubai:
Identification and Early Intervention: An authentic and rigorous process of identification of individual needs of students leading to the design of highly effective support provision to help them perform to their true potential.
Admissions, Participation and Equity: This standard is based on the rights-based approach to admission to educational institutions for people of determination. In
38 addition, the sibling priority for access to preferred school was also recognised by the policy.
Leadership and Accountability: Promoting the culture of inclusion and respecting diversity within an educational environment of any institute is the responsibility of every leader. This standard refers to the degree to which all leaders empower every stakeholder to enhance the holistic well-being of people of determination.
Systems of Support for Inclusive Education: Robust systems of policies, best practices and effective procedures must be established by all educational institutions for successful inclusion of people of determination. This standard specifies every strand of high-quality support system including teaching and learning strategies, curricular pathways, differentiated assessments and support mechanisms expected by the KHDA.
Special Centers as a Resource for Inclusive Education: The services expected from special centers in terms of providing therapist provisions, collaboration with various schools, providing vocational course options and catering to needs of all people of determination, form the essence of this standard.
Co-operation, Co-ordination, and Partnerships: This standard enumerates the key involvement by all stakeholders and organization of standards and practices to ensure quality services to students of determination.
Fostering a Culture of Inclusive Education: Sustainable inclusion necessitates consistent progression in attitudes, beliefs, practices, behaviours and standards and these are reflected in standard 7 of the policy frameworks.
39
Monitoring, Evaluation and Reporting: A credible system of evaluation and reporting is required to monitor the progress achieved in inclusive provisions and systems across educational institutions for further guided action. The standard 8 details this significant requirement for educators and authorities.
Resourcing for Inclusive Education: One of the crucial factors of successful inclusion remains the resourcing by the education providers for students of determination. Specific recommendations for resourcing have been enlisted in this standard and all education providers are expected to follow these practices.
Technical, Vocational Education and Training (TVET), Higher Education and Post-School Employment: Ensuring that students of determination have access to appropriate post-secondary curricular pathways, accredited courses and employment opportunities forms the core of this standard.
Two important definitions that are relevant to the Gifted education stated in the Dubai inclusive education policy framework are as follows:
BARRIERS: Attitudes, beliefs, practices, physical or technological obstacles, or the lack of support, that result in a student’s exclusion from, or in their less-than- full participation as a valued equal in, the common learning environment in mainstream schools and classrooms (P. 53, Dubai inclusive education policy framework 2017).
INCLUSIVE EDUCATION: Inclusive education is about ensuring access to quality education for all students by effectively meeting their diverse needs in a way that is responsive, accepting, respectful and supportive. This is evident
40 through student engagement and participation in an education programme within a common learning environment with the benefit of targeted support which enables the reduction and removal of barriers that may lead to exclusion.
Inclusive education is not a project or an initiative. It is the progressive development of attitudes, behaviours, systems and beliefs that enable inclusive education to become a norm that underpins school culture and is reflected in the everyday life of the school community (P. 53, Dubai inclusive education policy framework 2017).