Analysis of Classroom Interactions: Al Qemma School, Abu Dhabi, UAE

This report presents a study conducted at Al Qemma School in Abu Dhabi, UAE, examining classroom interactions. The research involved six female teachers from diverse backgrounds, teaching English, Science, and Math to Grade 1 students. The study explores the concept of interactive communication, emphasizing the importance of teacher-student interactions and the role of special assistant teachers in inclusive classrooms. The literature review highlights the significance of inclusive classrooms in promoting diversity, social success, and acceptance of students with special needs. The report references key publications in the field, discussing teacher attitudes, special education in the UAE, and the role of special assistant teachers. The findings underscore the need for specialized training for teachers to create supportive learning environments and address the diverse needs of all students.

Section 1: Context and Participants
The study was conducted at Al Qemma School at Al Shammkah, Abu Dhabi, UAE. There were six
participants in the research, of which 2 participants originated from United States of America, two
participants were from UAE and one participant each were from Jordan and Iraq respectively. The
age group of the teachers was from 24-35 and they were responsible for teaching English and
Science. There was only one teacher of UAE who taught Math and Science. It was also learnt that
Teacher A and D from the US and Iraq respectively had about 10 years’ experience. While the other
teachers had 1-3 years of experience. Teacher B from Jordan though had 7 years of experience. All
the teachers who participated in the survey were females and taught classes with either all girls or
mixed of boys and girls both. 45 students of Grade 1 were selected to be a participant of the study.
Section 2: Literature
Interactive communication can be carried out through a variety of means such as eye contact, touch,
movement and other environmental factors. Interaction is understood as the response given by one
person that guides the response of the other people in the interaction process or other individuals
with whom communication is being done. The reciprocity involves working with other individuals to
express an action or reaction to the actions of others. Classroom interactions tend to specify features
such as beginning of something, achieving responses, evaluation of the interactions and follow up on
the interactions. In an effective classroom interaction, the teachers and students have a close
understanding of the activities and the actions and the approaches can be inclusiveness through
competition and cooperation between the students (Bradshaw, Tennant and Lydiatt, 2004). Special
assistant teachers are required to undergo specialized training to ensure that they offer a comfortable
learning environment to their students, carry out assessments, determine the capabilities of the
different students and formulate plans for students that require additional assistance. An increasing
number of teachers are focusing on the formulation of special aides that can assist children with

disabilities to learn in varied subjects, develop social skills, understand mathematics and develop
capabilities to read, write or perform arts. Special assistant teachers are required to simplify, improve
and support special students in gaining higher amount of access to the general curriculum taught to
general students (Rasmitadila and Goldstein, 2017).
Researchers argue that inclusive classrooms are the foremost resolution to promoting the needs of
special students. It is in fact the need of the hour for students irrespective of their disability,
academic level, style of learning or even weaknesses. The concept of inclusive classrooms can
promote diversity and assist general students to learn and accept children with special needs as well.
This must be done to encourage the idea of social success, acceptance and teaching respect for one
and all. While some countries have implemented a compulsion on inclusive classrooms, others are
promoting the need for the integration of special schools for special children (Avramidis and
Norwich, 2002).

References
Avramidis, E. and Norwich, B. (2002). Teacher’s Attitudes Towards Integration/ Inclusion: A
Review of the Literature. European Journal of Special Needs Education. Vol 17(2). Pp 129-
147.
Bradshaw, K., Tennant, L. and Lydiatt, S. (2004). Special Education in the United Arab Emirates:
Anxieties, Attitudes and Aspirations. International Journal of Special Education. Vol 19(1).
Pp 49-55.
Rasmitadila and Goldstein, B. L. (2017). The Role of Special Assistant Teacher to Help Special
Needs Student Through Instructions in an Inclusive Classroom. International Journal of
Special Education. Vol 32(3). Pp 488-489