ORCID Profile
0000-0002-8397-3937
Current Organisation
Zayed University
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Publisher: Informa UK Limited
Date: 28-06-2023
Publisher: SAGE Publications
Date: 05-2016
Abstract: This study explored the relationship between Federal Law No. (29), 2006, of the United Arab Emirates (UAE), concerning the rights of persons with disabilities and the reality of practice for learners with vision impairment (LWVI) in the higher education institutions in that country. The study investigated the extent to which this law meets the educational needs of tertiary LWVI and the effects of this law on the quality of support services provided to such learners. Three groups totalling 34 participants took part in this study: LWVI, support staff working at some universities, and administrators from the country’s Ministries of Education and Higher Education. Qualitative methods were implemented to collect and analyse data for this research. Interviews, observations, and documentary evidence were used to conduct the study. Data for this study were gathered during the academic years 2010–2011 and 2012–2013. Moreover, the author used her own perspective as a person with vision impairment who studied and worked at different educational institutions in the UAE to provide an insight into the data analysis. Results of the study can assist decision-makers at the Ministry of Social Affairs in the UAE to review and develop the articles relating to this area of education policy set down in Federal Law No. (29), 2006, in such a way as to meet the educational needs of such learners. It can also assist universities in the country in providing better access to higher education for learners with visual impairment.
Publisher: Macrothink Institute, Inc.
Date: 06-08-2023
Abstract: This study investigates the developments in the experiences of students with disabilities during the COVID-19 pandemic, focusing on distance learning at three Emirati universities. It explores the students' experiences during the first semester of distance learning and analyses how these experiences evolved one year into the pandemic. The research adopts a qualitative approach, using semi-structured interviews to collect data from 21 participants, including 12 students with disabilities and 9 disability support staff. The study's findings highlight that during the initial months of online learning, the students encountered various technical challenges, such as difficulties with technology access, Wi-Fi availability, and lack of training in using assistive technologies. However, as the pandemic progressed, the students faced different challenges in the second year of online learning. These challenges included navigating online classes and exams, communication issues with instructors and peers, assignment difficulties, and feelings of social isolation. The results indicate significant developments in the students' experiences in the second year of distance learning compared to the first year.
No related grants have been discovered for Muna Alhamamdi.