Investigating Early Childhood Teachers' Perceptions and Readiness in Implementing Inclusive Pedagogy in the UAE

Inclusive education is a key priority in early childhood education (ECE), aiming to ensure equitable opportunities for students of determination (SOD). In the UAE, national policies like “School for All” and “We the UAE 2031” promote inclusive practices, but teachers still face challenges related to training, support, and workload. This mixed-methods study explores ECE teachers’ perceptions, attitudes, self-efficacy, intentions, and concerns regarding inclusive pedagogy. Data from Pre-K to Grade 2 teachers revealed generally positive attitudes and high self-efficacy, though concerns, particularly around severe disabilities and curriculum adaptation, persist. Correlational analyses showed that greater concern is linked to lower self-efficacy and attitudes, though intentions to implement inclusive practices remained moderately positive. Interviews highlighted further barriers, including limited professional development, parental resistance, and the gap between theory and practice. Despite these challenges, teachers showed strong commitment and adaptability. The study underscores the need for targeted training, specialist support, and stronger school–home collaboration.