Investigating Early Childhood Teachers' Perceptions and Readiness in Implementing Inclusive Pedagogy in the UAE

Background/purpose. Inclusive education remains a central priority in early childhood education (ECE) across the United Arab Emirates, with national frameworks advocating equitable learning environments for students of determination (SOD). Despite strong policy support, teachers continue to face practical challenges that hinder the full realization of inclusive pedagogy in classroom settings. This study sought to explore how ECE teachers perceive and enact inclusive practices in their classrooms, capturing their professional insights into the successes, concerns, and systemic barriers they face.

Materials/methods. A qualitative research design guided the study, utilizing semi-structured interviews with 17 early childhood educators. Thematic analysis was employed within a social constructivist framework to explore patterns emerging from their professional reflections and classroom experiences.

Results. Teachers described a strong sense of professional commitment and intention to support students of determination. However, their implementation efforts were consistently challenged by difficulties in curriculum differentiation, behavior management, and a lack of coordinated support from administrators and families. Themes of cultural resistance, fragmented teamwork, and a need for hands-on professional development were evident throughout the data.

Conclusion. Teachers’ accounts underscore the importance of bridging theoretical training with practical realities, providing targeted support systems, and fostering collaborative school environments. This study contributes to the understanding of inclusive pedagogy within ECE settings in the UAE and provides recommendations for systemic improvements in teacher preparation, school leadership, and inclusive education policy enactment.

Keywords: Inclusive pedagogy; Special needs; Students of Determination; Early childhood education

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