AbstractSeveral issues have arisen following the adoption of inclusive education in the United Arab Emirates (UAE) and around the world. To identify such issues and the significant role actors in schools that use this approach, some research in the literature was undertaken on inclusion (i.e., inclusive schools.) The role of school leaders plays in encouraging inclusive schools in is the focus of this research. This study, therefore, aims to critically look into the part played by principals in supporting inclusive schools in Umm Al Quwain. To reach this goal, the elements that influence the admission of students with special needs into regular schools Umm Al Quwain schools and other considerations made by the principals were investigated. The principals were then tasked with researching and determining the school improvements that should be implemented in these schools. As a result, this study used a qualitative technique with an experimental approach to obtain and analyze data based on the contemporary situation of inclusive schools in Umm Al Quwain. A focus-group interview was used to collect data, and ten interviews were done. The study involved a group of ten teachers from private institutions. The researcher then used theme analysis to refine and analyze the information gathered. Taking into considerations the elements that affect inclusion in regular and executing productive changes schools, the entire study finding suggests that school principals have a vital part to play when it comes to inclusion. As a result, the study's primary benefit was to reignite an understanding among teachers who took part in the study, encouraging them to reconsider the elements that affect inclusive teaching and learning in their classrooms. The research also added to the body of knowledge about the part principals play in promoting inclusion in the UAE. Finally, the researcher concluded that school principals require extensive training and development for them to better understand inclusion. It further stated that school principals must evaluate the requirements of SODs in their inclusive schools in the same way that they consider the needs of other pupils.

Contents1. Introduction31.2 Definition of Key Terms31.3 Sector Background41.4 Problem Statement51.5 Aim and Objectives61.6 Limitations7Chapter 2 Background Research92.1 School Leadership and Inclusion92.1.1 Effective School leadership102.1.2 Inclusion and Leadership initiatives102.2 Inclusion112.3 Inclusive Schools Leadership Framework122.4 Key Principles in Developing an Inclusive Approach in Schools142.5 The Obligation of School Leaders in applying inclusion16Chapter 3: Method justification and explanation183.1 Data Collection administration183.2 Sampling Method193.3 Data Analysis203.4 Ethical issues21Chapter 4 Results and Analysis234.1 Question one findings and discussion234.1.1 Theme one: the perceptions and attitudes of school principals regarding inclusion can influence the attitudes of students234.1.2 Theme Two: Some private school principals in Umm al Quwain accept many SODs, ignoring their rights and fundamental needs in traditional educational settings244.1.3 Theme 3: most principals promote inclusion by designating support teams and programs to help SODs study.254.2 Question two findings and discussion254.2.1 Theme one: general education teachers teaching SOD lack sufficient knowledge and experience with students with disabilities and classroom teaching cases.264.2.2 Theme 2: Social, emotional, academic, environmental, and cultural factors are among the internal school-based factors that have a direct impact on SODs.264.2.3 Theme three: Some external school-based factors indirectly affect SOD and inclusion.274.3 Question three findings and discussion284.3.1 Theme one: To promote and enhance the inclusive school system, school reforms related to staff development, teaching assistance, and rewarding approaches, financial support, student admission policies, and the increase of exceptional education staff are necessary.284.4 Summary31Chapter 5 Recommendations and Implementations33References36Appendices42

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