Perceived Competence of Teachers in the Implementation of Trauma-informed Practices for Students with Disabilities in Classrooms in the United Arab Emirates.

Trauma refers to an overwhelming experience that can leave lingering and negative memories in individuals. Although it is a precursor to challenging behaviours among students with disabilities, the ability of teachers to manage and support them in overcoming their post-trauma experiences is rarely discussed in the literature. This study aims to understand the perceived competence of teachers in adopting trauma-informed practices (TIP) for students with disabilities in regular classrooms in the United Arab Emirates (UAE).

The nexus between the attitudes and self-concepts of gifted students in an Arab context.

Background: The research literature has reported the need for educators to develop suitable programs geared toward the nurturance of gifted students. Although some non-Western countries have adopted policies to foster the growth of exceptional students, their contributions to research in gifted education are limited. To expand the literature on gifted education, this study was guided by Ajzen's theory of planned behavior to explore the attitudes and self-conceptions of gifted and talented students in the United Arab Emirates.

Developing and validating a scale to measure trauma-informed practices used by teachers in inclusive schools in Ghana and the United Arab Emirates.

Research on trauma-informed practices is common in Western countries, but non-Western countries have made minimal contributions in this regard. This study aimed to develop an instrument which could be used to measure perceived competence of teachers in the implementation of trauma-informed practices for students with disabilities in Ghana and the United Arab Emirates (UAE). The Teacher Trauma Management Scale (TTMS), developed using the trauma framework by the Substance Abuse and Mental Health Services Administration was used to collect data from 514 teachers in Ghana ( 270) and the UAE ( = 244).

Fidelity of family centered care model to early disability diagnosis and rehabilitation in the United Arab Emirates.

Background: The role of parents in supporting early intervention for young children with disabilities is critical. Indeed, models of family centered care (FCC), which emphasis strong partnerships between health professionals and families in disability health services delivery are now widely associated with best practice. While FCC is consistently argued to be an appropriate model for disability service delivery, its utilization is limited primarily to Western countries such as Australia and the United States.

Competence of teachers towards managing trauma among children with disabilities in Ghana.

Background: Although trauma is one of the leading causes of behaviour problems among children with disabilities, there has been limited scholarly interest in trauma management within the discourse of implementation of inclusive education.

Objectives: The Substance Abuse and Mental Health Services Administration (SAMHSA) trauma management model was used to study teachers' awareness of trauma management among students with disabilities studying in regular classrooms.

Method: A total of 271 teachers were recruited from two municipalities in the central region of Ghana to complete the Teacher Trauma Management Scale developed for this study.

Factors influencing the intention of trainee special education teachers to integrate assistive technology into teaching students with disabilities in the United Arab Emirates.

Technology has been incorporated into the educational systems of many countries as a teaching and learning tool. Contemporary discourse has focused on how to prepare teachers to utilise technology in their teaching practice. Although most pre-service elementary school teachers in the United Arab Emirates are women, studies have not yet investigated their acceptance of or preparedness to use technology in the classroom.

Pre-service healthcare professionals attitudes and self-efficacy towards individuals with intellectual disability in Ghana.

Background: Intellectual disability (ID) involves impairment of general mental abilities, restricting the participation of individuals in conceptual, social and practical activities. Consequently, rehabilitation services are critical in efforts towards promoting the social and educational inclusion of persons with ID. However, the preparedness of health professionals in performing such a role depends on their perceptions of individuals with ID.

Affordances as experienced by university faculties during and after the sudden transition to online teaching.

The ravaging effect of COVID-19 has been felt in all spheres of life. While countries are easing their restrictions, the remnants of COVID on education remain, with most universities formally embracing online teaching. Faculty have had to deal with this sudden and enduring transition to online teaching.

Perceptions of preschool teachers of the characteristics of gifted learners in Abu Dhabi: A qualitative study.

Considerable evidence supports that preschool education is a milestone stage for children. Nonetheless, systematic preschool gifted education programs rarely exist in public elementary schools. The current study explored the perceptions of 16 preschool teachers (general and special education teachers) from seven public schools in Abu Dhabi, United Arab Emirates (UAE) regarding their views about various components of gifted education for preschool children.

Nutritional needs of children with disabilities in the UAE: understanding predictors and mediators of nutritional knowledge and practices.

Background: There is a high estimated prevalence of obesity and poor eating habits among children with disabilities. Unfortunately, the extent of parental and teachers' awareness of the dietary needs and nutritional requirements of children with disabilities has been understudied. This study aims to explore the predictors and mediators of nutritional knowledge and practices among parents and teachers of children with disabilities in the United Arab Emirates (UAE) using Nutbeam's hierarchical health literacy model as a framework to test three hypotheses.

The Impact of an Enrichment Program on the Emirati Verbally Gifted Children.

Most researchers agree that verbally gifted learners should be provided with differentiated curriculum experiences that will allow them to reach their full potential. However, research is scarce in the field. The present study examined the impact of a reading enrichment program on fourth-grade students' critical reading abilities.

Assessing Children 'At Risk': Translation and Cross-Cultural Adaptation of the Motor Behavior Checklist (MBC) into Arabic and Pilot Use in the United Arab Emirates (UAE).

Children's emotional, behavioral, and developmental problems can be properly identified and assessed based on observations from their teachers and parents. The Motor Behavior Checklist (MBC) was designed to assist classroom teachers and Physical Education (PE) teachers in assessing their students' motor-related behaviors. The instrument has already been successfully translated and culturally adapted into six languages and used in a number of research studies internationally.

Cross-national study of communal attitudes toward individuals with intellectual disabilities in sub-Saharan Africa: Cameroon vs. Ghana.

Background: An intellectual disability (ID) is characterized by a deficit in the functional, cognitive, and adaptive skills required for independent living. Due to the low cognitive capabilities of individuals with IDs, they have become victims of marginalization, exclusion, and denial of their fundamental rights to basic necessities in societies around the world. While efforts are being made to improve service provision to and acceptance of individuals with disabilities, the extent of communal acceptance and recognition of these individuals as equal members of society remains underexplored in sub-Saharan African countries such as Cameroon and Ghana.