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Inclusive Early Education in the Gulf context: An Assessment of Quality of Practices by School Leaders.

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Title: Inclusive Early Education in the Gulf context: An Assessment of Quality of Practices by School Leaders.
Authors: Alnuaimi, Aysha1 (AUTHOR) aanuaimi3@hct.ac.ae, Opoku, Maxwell Peprah1 (AUTHOR), Tekin, Ali Kemal2 (AUTHOR), Ndijuye, Laurent Gabriel1 (AUTHOR) lgnd@uaeu.ac.ae
Source: International Journal of Early Childhood. Aug2025, Vol. 57 Issue 2, p485-504. 20p.
Subject Terms: *Inclusive education, *Early childhood education, *Best practices, *School administrators, Quality control, Ecological systems theory
Geographic Terms: United Arab Emirates
Abstract (English): The 2022 World Conference on Early Childhood Education resulted in the Tashkent Declaration, which emphasized the need for an extension of early childhood education to vulnerable children, such as those living with a form of disability. A Gulf country, United Arab Emirates (UAE), participated in the world conference and committed towards practicing inclusive education. In this study, ecological system model was operationalized as conceptual framework to understand the quality of inclusive practices from the perspective of 151 early childhood education school leaders who completed the quality scale of inclusive school (QU!S–S). The data were subjected to computation of confirmatory factor, t-test, analysis of variances, and regression analysis. The study provides support for the hypothesized structural validity of the QU!S–S, and demographics provide additional insight into inclusive practices. It concludes with a call on policymakers in the UAE to reflect the tenets of the ecological system model in future early school inclusive policy. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Resumen: La Conferencia Mundial sobre la Educación de la Primera Infancia de 2022 dio lugar a la Declaración de Tashkent, en la que se hizo hincapié en la necesidad de ampliar la educación de la primera infancia a los niños vulnerables, como los que viven con algún tipo de discapacidad. Un país del Golfo, Emiratos Árabes Unidos (EAU), participó en la conferencia mundial y se comprometió a practicar la educación inclusiva. En este estudio, se operacionalizó el modelo de sistema ecológico como marco conceptual para comprender la calidad de las prácticas inclusivas desde la perspectiva de 151 líderes escolares de educación infantil que completaron la escala de calidad de la escuela inclusiva (QU! S-S). Los datos se sometieron a cálculo de factor confirmatorio, prueba t, análisis de varianzas y análisis de regresión. El estudio apoya la hipotética validez estructural del QU! S-S, y la demografía proporciona información adicional sobre las prácticas inclusivas. Concluye con un llamamiento a los responsables políticos de los Emiratos Árabes Unidos para que reflejen los principios del modelo de sistema ecológico en la futura política inclusiva de la escuela temprana. [ABSTRACT FROM AUTHOR]
Abstract (French): Résumé: La Conférence mondiale sur l'éducation de la petite enfance de 2022 a abouti à la Déclaration de Tachkent, qui a souligné la nécessité d'étendre l'éducation de la petite enfance aux enfants vulnérables, tels que ceux qui vivent avec une forme de handicap. Un pays du Golfe, les Émirats arabes unis (EAU), a participé à la conférence mondiale et s'est engagé à pratiquer une éducation inclusive. Dans cette étude, le modèle de système écologique a été opérationnalisé en tant que cadre conceptuel pour comprendre la qualité des pratiques inclusives du point de vue de 151 leaders scolaires en éducation de la petite enfance qui ont complété l'échelle de qualité de l'école inclusive (QU ! S–S). Les données ont été soumises au calcul du facteur de confirmation, au test t, à l'analyse des variances et à l'analyse de régression. L'étude soutient la validité structurelle hypothétique du QU !S-S et les données démographiques fournissent des informations supplémentaires sur les pratiques inclusives. Il se termine par un appel aux décideurs politiques des Émirats arabes unis pour qu'ils reflètent les principes du modèle de système écologique dans les futures politiques d'inclusion scolaire précoce. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Inclusive Early Education in the Gulf context: An Assessment of Quality of Practices by School Leaders.
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  Data: <searchLink fieldCode="AR" term="%22Alnuaimi%2C+Aysha%22">Alnuaimi, Aysha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> aanuaimi3@hct.ac.ae</i><br /><searchLink fieldCode="AR" term="%22Opoku%2C+Maxwell+Peprah%22">Opoku, Maxwell Peprah</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tekin%2C+Ali+Kemal%22">Tekin, Ali Kemal</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ndijuye%2C+Laurent+Gabriel%22">Ndijuye, Laurent Gabriel</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lgnd@uaeu.ac.ae</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Childhood%22">International Journal of Early Childhood</searchLink>. Aug2025, Vol. 57 Issue 2, p485-504. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Best+practices%22">Best practices</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+control%22">Quality control</searchLink><br /><searchLink fieldCode="DE" term="%22Ecological+systems+theory%22">Ecological systems theory</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Arab+Emirates%22">United Arab Emirates</searchLink>
– Name: Abstract
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  Data: The 2022 World Conference on Early Childhood Education resulted in the Tashkent Declaration, which emphasized the need for an extension of early childhood education to vulnerable children, such as those living with a form of disability. A Gulf country, United Arab Emirates (UAE), participated in the world conference and committed towards practicing inclusive education. In this study, ecological system model was operationalized as conceptual framework to understand the quality of inclusive practices from the perspective of 151 early childhood education school leaders who completed the quality scale of inclusive school (QU!S–S). The data were subjected to computation of confirmatory factor, t-test, analysis of variances, and regression analysis. The study provides support for the hypothesized structural validity of the QU!S–S, and demographics provide additional insight into inclusive practices. It concludes with a call on policymakers in the UAE to reflect the tenets of the ecological system model in future early school inclusive policy. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Resumen: La Conferencia Mundial sobre la Educación de la Primera Infancia de 2022 dio lugar a la Declaración de Tashkent, en la que se hizo hincapié en la necesidad de ampliar la educación de la primera infancia a los niños vulnerables, como los que viven con algún tipo de discapacidad. Un país del Golfo, Emiratos Árabes Unidos (EAU), participó en la conferencia mundial y se comprometió a practicar la educación inclusiva. En este estudio, se operacionalizó el modelo de sistema ecológico como marco conceptual para comprender la calidad de las prácticas inclusivas desde la perspectiva de 151 líderes escolares de educación infantil que completaron la escala de calidad de la escuela inclusiva (QU! S-S). Los datos se sometieron a cálculo de factor confirmatorio, prueba t, análisis de varianzas y análisis de regresión. El estudio apoya la hipotética validez estructural del QU! S-S, y la demografía proporciona información adicional sobre las prácticas inclusivas. Concluye con un llamamiento a los responsables políticos de los Emiratos Árabes Unidos para que reflejen los principios del modelo de sistema ecológico en la futura política inclusiva de la escuela temprana. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: Résumé: La Conférence mondiale sur l'éducation de la petite enfance de 2022 a abouti à la Déclaration de Tachkent, qui a souligné la nécessité d'étendre l'éducation de la petite enfance aux enfants vulnérables, tels que ceux qui vivent avec une forme de handicap. Un pays du Golfe, les Émirats arabes unis (EAU), a participé à la conférence mondiale et s'est engagé à pratiquer une éducation inclusive. Dans cette étude, le modèle de système écologique a été opérationnalisé en tant que cadre conceptuel pour comprendre la qualité des pratiques inclusives du point de vue de 151 leaders scolaires en éducation de la petite enfance qui ont complété l'échelle de qualité de l'école inclusive (QU ! S–S). Les données ont été soumises au calcul du facteur de confirmation, au test t, à l'analyse des variances et à l'analyse de régression. L'étude soutient la validité structurelle hypothétique du QU !S-S et les données démographiques fournissent des informations supplémentaires sur les pratiques inclusives. Il se termine par un appel aux décideurs politiques des Émirats arabes unis pour qu'ils reflètent les principes du modèle de système écologique dans les futures politiques d'inclusion scolaire précoce. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s13158-024-00407-z
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