Evaluating the Effectiveness of Special Education Centers in the United Arab Emirates

• Main Authors: Jamil M. Smadi, Abdelaziz M. Sartawi, Yasser A. Hollawani
• Format: Article
• Language: Arabic
• Published: King Saud University 2001-01-01
• Series: Journal of Educational Sciences
• Subjects: Special Education Centers; United Arab Emirates; Teachers; Curriculum; Administration; Center characteristics; Educational climate; Community; Teaching; Training; Sharja Center; Khorfakkan Center; Abu Dhabi Center
• Online Access: https://jes.ksu.edu.sa/sites/jes.ksu.edu.sa/files/0013-01-03_0.pdf
• ISSN: 1658-7863; 1658-7677

This study aimed at evaluating the effectiveness of special education centers in the United Arab Emirates. All of the special education centers (8) and a total of 82 teachers served as a sample for the study. An instrument for evaluation of the effectiveness was constructed; it consisted of 119 items in 7 categories: curriculum, administration, center characteristics, educational climate, community, teaching and training, and teachers. The instrument was administered to the teachers, administrators, and supervisors of the centers. The result of the test for the total score showed there are only two centers considered to be effective; they are Sharja Center & Khorfakkan Center. The results showed, with regard to the subscales. that Abu Dhabi Center was effective in educational climate, Sharja Center in administration, center characteristics, and teaching, Al Ain Center in center characteristics and community, and Khorfakkan in curriculum, administration, center characteristics, educational climate, and community. All of the other sub-scales were not effective. The results of the analysis of variance showed that there are significant differences in the effectiveness of the centers for the total score and for all of the sub-scales. The results also showed that the problems which lessen teaching effectiveness are as follows: variation in students' abilities, lack of teacher training, unqualified administration, classroom space, and lack of parental involvement.