Department: Doctor of Education/ Doctor of Philosophy in Education
Module Description: This module will be offered on weekly bases in a lecture/interactive seminar mode. The module will consist of a series of weekly lecture/seminar sessions which will introduce basic concepts related to education of children with exceptional learning needs. These sessions will be based on general issues involved in their education and programme design for students with exceptional learning needs in and outside of inclusive settings. In addition, students will explore issues which are relevant in their thesis area through small group/individual tutorials which will include the presentation and development of educational plans supported by related literature. The following issues will form the spine of the syllabus and at all stages there will be a strong emphasis on research and critical analysis.
Depending on the area of examination, the suggested 4 core reading are for the 4 main categories SEBD, ASD, Dyslexia and specific learning disabilities, and the education of the gifted and talented respectively:
Stowe, C. (2000). How to reach and teach children and teens with dyslexia: a parent and teacher guide to helping students of all ages academically, socially, and emotionally. San Francisco, CA: Jossey-Bass.
Winebrenner, S. & Espeland, P. (2005). Teaching kids with learning difficulties in the regular classroom: ways to challenge & motivate struggling students to achieve proficiency with required standards. Minneapolis, MN: Free Spirit Press.
Almotairi, M. & Gaad, E. (2014). Attitudes of Kuwaiti teachers and head teachers towards persons with disabilities and their inclusion in mainstream Government schools. Ain Shams University Educational Journal, vol. 15. Request PDF
Al-Sinani, Y., Benn, T., Al-Ansari, M. & Gaad, E. (2013). Exploring provision and practice of physical education and gender equity across four Arab Gulf countries. International Sports Studies, vol. 35(2), pp 3 - 21. Request PDF
Benn, T., Gaad, E., AlSenani, M. & Alansari, Y. (2013). Exploring the effects of contexts of provision and practice for girls and women in physical education in the GCC Countries. Umm al Qara Curriculums and Supervisions Studies, University of Umm al Qora University, Mekka, KSA accepted and in press for Issue 4, 2013. Request PDF
Department for Education and Employment (DfEE). (1997). The SENCO guide: good practice for SENCOs, Individual Education Plan (IEPs): developing SEN policies in schools. London: The Stationary Office, DfEE.
Gaad, E. & Thebet, R. (2009). Needs assessment for effective inclusion in United Arab Emirates' Government schools. International Journal of Interdisciplinary Social science, vol. 4(6), pp. 158-173. Request item
Gaad, E. & Almotairi, M. (2013). Inclusion of student with special needs within Higher education in UAE: issues and challenges. Journal of International Education Research (JIER), vol. 9 (4), pp. 287-292.
Gaad, E. (2014). Assessing the needs of people with disabilities in the Emirate of Abu Dhabi, UAE. Journal of Education and Vocational Research, vol. 4(10), pp. 331-338. Request item
Gaad, E. (2015). Look who’s coming to school: … The Emirati student voice in an intervention based study on inclusion of learners with intellectual disabilities in Emirati mainstream government schools. Journal of Research in Special Educational Needs, vol. 15 (2), pp. 130-138.
Gaad, E. (2015). Emirati Nationals with disability and challenges related to their education and impact on employment opportunities, International peer-reviewed conference proceeding, Canada International Conference in Education, pp 87-98. Request PDF
Gaad, E. (2017). Three birds with one stone: empower, Include and sustain the Emirati community Kayani Programme. The International Journal of Interdisciplinary Educational Studies, vol. 12(1), pp.1-13. Request item
Gaad, E. & Alborno, N. (2017). United Arab Emirates in J. Patton. & M. Wehmeyer (eds). Praeger Handbook of International Special Education, ABC-CLIO.
Gaad E. & Thabet R. (2018). Behavior support training for parents of children with down syndrome, perceptions, feedback, and attitudes. The International Journal of Diverse Identities, vol. 17 (3), pp. 1-16. Request PDF
Related research work in the Gulf area: