This study investigated the relationship between emotional intelligence and stress coping style in a group of 265 students, using Goleman’s Theory of Emotional Intelligence. Findings indicated highest mean value of emotional intelligence for motivation and empathy. Majority students showed active problem and emotional coping behavior; however, a strong, positive correlation between emotional intelligence and stress coping style was found for the domains associated with Active Emotional and Problem Coping (α ⩽ 0.05). It revealed that students are efficient in utilizing stress coping strategies and recommended that professors should provide guidance to students regarding emotional intelligence and stress coping styles.

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.

Objectives: This study investigates the effects of assistive technology on improving communication skills of children with autism. Methods: Twelve children with autism (mean age=8 years) randomly assigned to either experimental groups or a control group (n=4 per group). The study confirmed validity and stability for the language skills scale for the children with autism. The scale was administered to them as pre-, post-, and follow-up tests. Results: The results indicated that there were statistically significant differences (α ≥ 0.05) between the average grade level of children with autism in the two experimental groups. The children in the two experimental groups made greater gains in language scores from pre- to post-test than those in the control group. Conclusions: Based on the results, it can be recommended that assistive technology is effective for enhancing language skills among children with autism.

The attitude of teachers about the use of technology is critical. As a result, when teachers have a constructive outlook toward a new type of assistive technology, they are more likely to make meaningful efforts to successfully integrate it into the teaching-learning process. The way assistive technology is used in the teaching and learning environment is heavily influenced by a special education teacher’s attitude. Therefore, the study explored the availability of assistive technology and explored the attitudes of professional of special education towards the use of assistive technologies in special needs centers of United Arab Emirates (UAE). Questionnaires were distributed and 100 responses were received from special education professionals. No statistically significant differences were observed in the attitudes of special education teachers and therapists with respect to their experiences, profession, gender, academic qualification, or locality. Assistive technologies were mostly used in different areas of special education including computer access, spelling, learning, recreation, environmental control, vision and hearing, writing, communication, mathematics, mobility, and positioning and seating. There is a constructive impact on the learning process of the children with special needs considering the expertise of specialist teachers and therapists on assistive technology linked to positive educational outcomes of students with special needs.

The study aims to investigate the attitude of students with postgraduate diplomas in teaching towards the teaching profession and its relationship with specialization, cumulative average, school quality, and school grade variables. The study sample consisted of 300 second-semester students enrolled in the educational training program for the academic year 2021–2022. Students Attitudes Scale towards the teaching profession was applied to identify the attitudes of the students. The results showed statistically significant differences in the attitudes of the students of the educational training program towards the teaching profession on account of the specialization and cumulative average variables. There were no statistically significant differences in the student’s attitudes towards the teaching profession on account of the school grade variable in which the student was trained. The study concluded that various programs, training and activities are required to develop positive attitudes in students towards the teaching profession and to encourage them to adopt the teaching profession.