A Systematic Review of Inclusive Education Strategies for Students of Determination in Higher Education Institutions: Current Challenges and Future Directions
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| Publicat a: | Education Sciences vol. 15, no. 5 (2025), p. 518 |
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| Altres autors: | , , |
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MDPI AG
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| Accés en línia: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 024 | 7 | |a 10.3390/educsci15050518 |2 doi | |
| 035 | |a 3211937025 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Oswal Nidhi |u Faculty of Business, Liwa College, Abu Dhabi 41009, United Arab Emirates; mohammad.alkilani@lc.ac.ae (M.H.A.-K.); rouhi.faisal@lc.ac.ae (R.F.) | |
| 245 | 1 | |a A Systematic Review of Inclusive Education Strategies for Students of Determination in Higher Education Institutions: Current Challenges and Future Directions | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This systematic review critically examines the inclusive education practices for Students of Determination (SoDs) in Higher Education Institutions (HEIs), focusing on the specific case of the United Arab Emirates (UAE). The research will demonstrate best practices, key challenges, and most researched and less researched areas. In line with the PRISMA framework and using thematic analysis, this review synthesizes the findings of 41 peer-reviewed articles that focus on instructional practices, technological solutions, staff training, and institutional support. The results suggest that, globally, higher education institutions (HEIs) are increasingly adopting inclusive education policies, and that they are finding it challenging to implement these practices effectively, especially in the UAE. Important obstacles include restricted instructor education, variable institutional processes, and accessibility limitations. In addition, the use of assistive technologies has been shown to have positive outcomes, yet it remains underused because of the infrastructure and the training of faculty and students. This paper gives evidence-based suggestions to educational institutions like colleges or universities to make them more inclusive through better-trained faculty, better institutional policies, and the incorporation of assistive technologies. Also, the findings provide UAE-specific policy implications that underscore the importance of a well-defined national framework to support SoDs. Future studies must be longitudinal in nature, involving evaluations of the extent to which the strategies exert effects on SoDs’ academic performance and social inclusion. | |
| 610 | 4 | |a United Nations--UN | |
| 651 | 4 | |a United Arab Emirates | |
| 653 | |a Higher education | ||
| 653 | |a Students | ||
| 653 | |a Individualized education programs | ||
| 653 | |a Handicapped accessibility | ||
| 653 | |a People with disabilities | ||
| 653 | |a Instructional design | ||
| 653 | |a Secondary education | ||
| 653 | |a Inclusive education | ||
| 653 | |a Teachers | ||
| 653 | |a College campuses | ||
| 653 | |a Access to education | ||
| 653 | |a Education policy | ||
| 653 | |a Systematic review | ||
| 653 | |a Learning | ||
| 653 | |a Educational Quality | ||
| 653 | |a Sustainable Development | ||
| 653 | |a Students with Disabilities | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Educational Development | ||
| 653 | |a Individualized Programs | ||
| 653 | |a Academic Accommodations (Disabilities) | ||
| 653 | |a Individualized Instruction | ||
| 653 | |a Institutional Administration | ||
| 653 | |a Limited English Speaking | ||
| 653 | |a Search Strategies | ||
| 653 | |a School Policy | ||
| 653 | |a Information Seeking | ||
| 653 | |a Evidence Based Practice | ||
| 653 | |a Educational Environment | ||
| 653 | |a Database Management Systems | ||
| 653 | |a Lifelong Learning | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Individual Needs | ||
| 653 | |a Educational Needs | ||
| 700 | 1 | |a Al-Kilani, Mohammad Hani |u Faculty of Business, Liwa College, Abu Dhabi 41009, United Arab Emirates; mohammad.alkilani@lc.ac.ae (M.H.A.-K.); rouhi.faisal@lc.ac.ae (R.F.) | |
| 700 | 1 | |a Rouhi, Faisal |u Faculty of Business, Liwa College, Abu Dhabi 41009, United Arab Emirates; mohammad.alkilani@lc.ac.ae (M.H.A.-K.); rouhi.faisal@lc.ac.ae (R.F.) | |
| 700 | 1 | |a Fteiha Mohammad |u Al Ain Campus, Abu Dhabi University, Al Ain 59911, United Arab Emirates; mohamed.fteiha@adu.ac.ae | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 5 (2025), p. 518 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3211937025/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3211937025/fulltextwithgraphics/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3211937025/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |