EXPLORING THE QUALITY OF PROFESSIONAL DEVELOPMENT IN ADDRESSING CHALLENGES WITH BEHAVIOR MANAGEMENT OF SPECIAL NEEDS STUDENTS IN INCLUSIVE CLASSROOMS: AN INSTRUMENTAL CASE STUDY
Mohammad Al Rashaida, Reem Hussein Abuwatfa
كلية التربية -جامعة الإمارات العربية المتحدة-جامعة الإمارات العربية المتحدة · الامارات
Inclusive education has become a major educational priority globally and within the United Arab Emirates (UAE), driven by policies promoting the full participation of students with special educational needs (SEN) in inclusive classrooms. This study explores how elementary-level general education teachers perceive the quality of professional development (PD) in addressing their challenges with behavior management of students with SEN in inclusive classrooms. A qualitative case study approach was used, utilizing semi-structured interviews. The findings indicated that teachers face challenges from the behavioral issues of SEN students in inclusive classrooms, affecting both typical peers and teachers. Moreover, teachers had mixed perceptions of PD quality, noting significant advancements in some areas and acknowledging gaps. Many teachers expressed concerns about its overall design, delivery, and limited relevance of the content. The study concludes with evidence-informed implications, grounded in the interview findings, aimed at improving teacher readiness, instructional effectiveness, and outcomes in inclusive classrooms.