Educator Experiences in the Inclusive Education System in Qatar

Abstract

As Qatar is working to advance inclusive education for all its students, there are several challenges that impact the full implementation of the push-in model of inclusion. Inclusive education in this study refers to the integration of students with disabilities into general education classrooms. The push-in model means that support services are provided within the general classroom, allowing students with disabilities to remain in the same learning environment as their peers without disabilities. In this phenomenological qualitative research study, I explored the experiences of early childhood teachers in Qatar. In my research, I used constructivist and critical theory to frame the study, exploring how early educational teachers interpret and reflect on their experiences due to systemic constraints and cultural environments. The research was conducted using a semi-structured interview process via Zoom call with 4 teachers from outstanding schools that have integrated inclusive education in their K–3 curriculum. The results were analyzed using thematic analysis, exploring the key points and transitioning between systemic and personal opportunities and difficulties that the teachers experience on a regular basis. Key findings revealed that teachers experienced a profound theory‑practice gap, systemic resource shortages (including loss of therapy services and teaching assistants), and top‑down policy constraints; yet they exercised agency to support students, prioritized social integration over academic inclusion, and offered concrete recommendations for improving teacher preparation, professional development, and systemic support. The results will be added to the existing library of knowledge about inclusive education in Qatar to create a practice‑to‑theory connection for the future.