Arabic language teachers’ beliefs and practices of using evidence-based practices for students with learning disabilities in the UAE: a mixed-methods study

Abstract

The purpose of this study was to investigate the perceptions of Arabic language teachers in the United Arab Emirates (UAE) regarding the use of evidence-based practices (EBPs) in the assessment and teaching of students with learning disabilities (LD). A mixed-methods design involving semi-structured interviews and surveys was used. A total of 119 Arabic language teachers responded to a survey about beliefs and practices about EBPs in assessment and instruction. Also, semi-structured interviews were conducted with 31 Arabic language teachers. The results of the quantitative study showed that teachers’ beliefs and practices in relation to EBPs were high. Male teachers had higher beliefs than females and those with bachelor’s degree had higher practices than those with masters. Several themes were identified, such as direct instruction strategy, using assistive technology, using screening procedure using diagnostic assessments, progress monitoring, and outcome evaluations, using differentiated instruction and assignments, and diagnostic assessment and formative assessment. Findings from this study are expected to contribute to the development of evidence-based teaching practices and policies for students with LD.

Keywords

• Learning disabilities
• evidence-based practices
• UAE
• Arabic language
• Qualitative and Mixed Methods
• Teachers and Teacher Education