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Overview
In addition, it sets the basic stage for the entire study by introducing the research background, problem statement, aims and objectives, rationale for the study and the research question. During the COVID-19 outbreak, the UAE was one of the first countries to adopt distance learning.
Background
The UAE is among the countries willing to serve people with SEND by signing the Optional Protocol to the United Nations Convention on the Rights of Persons with Disabilities. These developments have a positive impact on the field of special education in schools across the UAE.
Aims and Objectives
Recently, the United Arab Emirates passed legislations such as Federal Law No. 2) of 2014 on the Protection of the Rights of Persons with Disabilities in the Emirate of Dubai and Resolution No. Moreover, the study aims to provide an overview of the current situation in the UAE during distance education with consideration of barriers to effective and early identification in schools.
Problem Statement
The importance of the research derives from the need to lay the groundwork for educational policy development regarding methods of identification in schools, particularly in an online setting. It also focuses on awareness to include students with SLD in schools under all circumstances.
Rationale for the Choice of Topic
Overall, identification at school level has always been a real challenge (Kranzler et al, 2016). Moreover, research relevant to the field of study is limited, which made it crucial to investigate this topic.
Research Question
Difficulties for teachers and special education specialists when identifying students with SLD during distance education.
Organization of Chapters
A review of the relevant literature is presented in chapter two, including the history, definition, common types and characteristics of SLD, as well as their causes. This chapter also provides background information on the context in which this research was conducted; therefore, it gives a brief overview of the education system and historical background of SEND students in the UAE.
The History of Specific Learning Disorder (SLD)
In addition, Carl Wernicke identified a region in the left temporal lobe of the brain responsible for understanding sounds, words and written language (DeWitt, I. and Rauschecker, J.P., 2013). In the first half of the twentieth century, American psychologists and researchers began to investigate the connection between brain and behavior.
Definition of Specific Learning Disorders (SLD)
He believes that SLD is a form of neurodevelopmental disorder that results in an impairment in the ability to acquire and use specific academic skills such as reading, writing or mathematics (Tannock, R., 2014). Moreover, all definitions remain only assumptions, since the theory that describes a learning disability as a consequence of central nervous system dysfunction still needs to be empirically verified (Ajoku-Christopher, O.A., 2012.).
Characteristics of Students with Specific Learning Disorder (SLD)
Factors Causing Specific Learning Disorders (SLD)
Types of Specific Learning Disorder (SLD)
Dyslexia or Reading Difficulty
Dysgraphia or Writing Difficulty
Dyscalculia or Math Difficulty
Considered to be the most common type of SLD, dyslexia is often associated with a language disorder characterized by difficulties in reading, writing and spelling.
Identification of Specific Learning Disorder (SLD) at School Level
Also, according to the General Rules for the Provision of Special Education Programs published by MOE in the UAE, procedures for identification and eligibility determination consist of six steps as follows: (1) pre-referral, student support teams; (2) referral, evaluation and eligibility determination; (3) the development of IEP; (4) implementation of IEP; (5) monitoring, review and revision of IEP; and (6) certificates of degree completion. The Ministry of Education of the United Arab Emirates Portal 2010). The pre-referral goal must be met within the pre-referral timeline, otherwise a formal referral will occur, and the student will be referred to a specialist to determine their suitability for special education.
The UAE Context
Background Information
In order to successfully identify SLD, parents should be involved at all stages of the process. According to the relevant literature, there appears to be no previous study that has carefully defined or measured identification, especially with the significant differences in the identification steps followed by schools worldwide.
Overview of the Education System in the UAE
Students with Special Educational Needs and Disabilities (SEND) in the UAE
The United Arab Emirates is among the first countries to pay great attention to the field of special education (Quality Education in the United Arab Emirates, 2019). Today, there are many schools in the UAE that welcome students with special needs, offering them opportunities to learn side by side with other students.
Distance Learning
COVID-19 Pandemic
China was identified as the origin of the virus and cases multiplied at a rapid pace globally, prompting countries and governments around the world to try to isolate cases and control the transmission of the disease.
Education during COVID-19
In general, since any new technology presents enormous difficulties when it is first introduced, this experience has been a great challenge for educational systems around the world.
Research Design and Methodology
Introduction
Description of the Study Area
Mode of Research Design
Due to the need to understand the problem from various angles and the fact that different people tend to see the same issue differently, the research design was well suited for this study. Furthermore, this research design is often used to provide answers to the questions related to a specific research problem (Maxwell, J.A., 2008). It facilitates the collection of essential inputs on the status of the problem and functions as a valuable resource of a wealth of information to make relevant recommendations for stakeholders.
Research Paradigm
Through the process of thinking, people would sometimes change their views and ideas about the main topic; at other times they would find themselves learning something new. In this type of research, the researcher works with participants to draw on their experiences by asking open-ended questions and elaborating on the questions to help participants' experiences.
The Target Group
Criteria for Choosing the Schools
Criteria for Choosing the Informants
Sampling Process
Sample of Interview
Methods of Data Collection
- Semi-structured Interview
- Telephone and Video Link Interview
They can be changed depending on the participant's answers and there are no guidelines for the questions. The researcher ensured that the platform used is available and it was tested well before the time of the interview. The participants must agree on the time of the interview, and if any costs are incurred for the interview, the researcher must cover these fees.
Pilot Study
There are many ways to interview a candidate, including face-to-face interviews, phone/video interviews, and web interviews. Another method is to use video links and telephone interviews; these are widely used when face-to-face interviews are impossible or sensitive subjects must be protected. In addition, when using telephone or video interviews, a call should be recorded using appropriate technology, and the quality of the call should be maintained.
Ensuring Reliability and Validity of Data
- Validity and Reliability
- Securing Validity and Reliability
Ethical Considerations
Getting Agreement to Undertake Interviews
Data Analysis
A thematic analysis is used to distinguish patterns and present them as themes in relation to the data. The process made it possible to determine which interpretations were supported by the data and which were not. After re-examining the data, new patterns emerged when the texts were read a third time, then coded a second time, and then compared again.
Introduction
Data Presentation
Awareness of the Concept of SLD
- Awareness in School 1
- Awareness in School 2
- Parents’ Responses from Schools 1 and 2
However, two participants presented adequate knowledge and positive attitudes towards SLD students and talked about dyslexia and how they supported SLD students before schools moved to online classes, but stated that supporting these students during online classes was very challenging. TR 7 added "As always, SLD students struggle to cope with the demands of the curriculum even before distance learning." Likewise, TR 9 reported, “Students with dyslexia perform more slowly than their peers without SLD, and negatively. Some have said that students with learning disabilities are slow learners. TR 8 stated that "these problems may occur due to poor nutrition or illness that negatively affects academic performance." Others believed that excessive use of computers or other devices such as tablets could cause SLD. However, my special needs teacher told me about a math problem called dyscalculia and it is related to SLD.” TR 2 expressed reasonable concerns and added, “I have SLD students in my class, but my schedule is very busy and I have a lot to complete lessons. content over a period of time.
Identification Procedures of Students with SLD during Online Learning
- Identification Procedures in School 1
- Identification Procedures in School 2
- SEN Teachers’ and SENCOs’ Responses in School 1 and School 2
In addition, the teachers mentioned using different types of checklists to identify students with learning difficulties. A fair number of teachers indicated that they find that students with learning disabilities are not stupid. As in School 1, teachers in School 2 relied on direct observation to identify students with SLD.
Barriers to Effective Identification during Distance Learning in School 1 and School 2
- SEN Teachers’ and SENCOs’ Responses
However, after the closure of the schools, there have been changes in the teaching execution due to distance learning. results in a lack of appropriate instruction and makes it difficult to determine whether a student is eligible for special education. We should especially think about how to prevent cheating.”. e) Lack of parental cooperation and follow-up. In this situation, I have to be more patient as a teacher to deal with these kinds of situations.”. f) Lack of resources and knowledge.
Collaboration among Teachers, Specialists, and Parents during Distance Learning in
- Teachers’ Responses
- SEN teachers’ and SENCOs’ Response
- Parents’ Response
Some of them do not have enough time to supervise their children and are totally dependent on the teacher. However, they did not relate the problem to a disability and assumed that it was difficult for their children to receive additional support during distance education. They expressed concern about various issues such as time management and discipline of their children during distance education.
Discussion of Findings
Also, responses indicated a lack of knowledge in the field of special education because teachers were not trained on how to identify students with SLD, especially during distance learning. Also, regarding the lack of awareness of teachers of students with SLD, the findings of this study were similar to the findings of Shani, M. The results show that the lack of awareness of SLD and cooperation is one of the fundamental influencing factors. identification of students.
Introduction
Implications of the Study
Recommendations
For example, hiring more learning support teachers can help students with SLD in the classroom while the teacher supervises other students. Collaboration between teachers, parents and other professionals is necessary to identify and support learners with SLD. Finally, there are no clear research results or national recommendations for identifying and assessing students with SLD during distance learning.
Limitations of the Study
Raising awareness among parents is another critical issue so that they understand how to support their children with SLD, rather than assuming that they are "lazy" or spoiled. In fact, researchers have found that increased awareness of SLD, especially among parents, leads to greater understanding and support for children with SLD. In addition, using learning technologies effectively can lead to higher levels of motivation for students with SLD.
Suggestions for Future Research
Additional participants would certainly have added more situations and arguments to the study findings to allow them to be generalized to all educational institutions in the UAE. In light of the findings and limitations of this study, further research needs to be conducted with a larger and more representative sample across the country, including both public and private primary and secondary schools. Data from such a study could provide more useful information for the implementation of policies to promote inclusive education in the UAE for students with SLD.
Conclusion
Exploring the invisible: Challenges in identifying and assessing students with learning disabilities in India. Barriers preventing the involvement of parents in the regular education of children with special learning difficulties: parents' perspectives. Distance education for students with special needs in primary schools during the COVID-19 epidemic.
Consent form
Interview Guide for Teachers
Interview Guide for SENCOs and SEND Teachers
Interview Guide for Parents
