‘ I ndex for I nclusion’: a framework for school review in the U nited A rab E mirates

This study uses the ‘ I ndex for I nclusion’, developed by B ooth and A inscow, as a framework for investigating inclusive provision in the U nited A rab E mirates ( UAE ), introduced through the ‘ S chool for A ll’ initiative. The study, by N adera E mran A lborno of the A merican U niversity in D ubai and E man G aad of the B ritish U niversity in D ubai, adopts a qualitative research approach, using a multiple case study methodology, to provide a rich and contextualised picture of implementation from the perspective of the various stakeholders. Following the ‘ I ndex for I nclusion’, the findings are presented in terms of the three key school dimensions of cultures, policies, and practices. Themes emerging from the data include barriers to participation and learning such as the lack of effective training, adequate support services, and inclusive classroom structures. Also included are positive system characteristics such as the welcoming school climate, support among stakeholders, and emerging parent and community involvement. The study provides insights into the possible challenges to the implementation of the ‘ I ndex for I nclusion’ in schools in the UAE .