There are efforts being taken to provide students with disabilities access to education in a dual context, namely, some days at inclusive schools and others at special schools. However, there is limited information regarding how teachers are contending with such practices. This study explored teachers' perceptions of students with disabilities' education in the dual enrolment education system of the United Arab Emirates (UAE). Specifically, the social education model was conceptualised to understand teachers' perceptions, collaborative efforts, resources and challenges in terms of dual enrolment practices. The study's sample consisted of 10 teachers at private schools, consisting of five special education teachers and five general education teachers, recruited from Al Ain, the third largest city in the UAE. Despite the participants' positive responses concerning dual enrolment, the results showed the system's poor implementation for students with disabilities. This was the result of a lack of collaboration, communication and a shared plan to support the development of children with disabilities across schools. This study concludes by recommending a national framework to guide the implementation of a dual enrolment system in the UAE.

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“一个孩子，两所学校”：教师对阿拉伯联合酋长国私立特殊学校和包容性学校残疾学生双重入学的看法

我们正在努力为残疾学生提供双重教育机会，即有时在包容性学校，有时在特殊学校。然而，关于教师如何应对此类做法的信息有限。本研究探讨了阿拉伯联合酋长国（阿联酋）双元制教育体系中教师对残疾学生教育的看法。具体来说，社会教育模型的概念是为了了解教师在双录取实践方面的看法、协作努力、资源和挑战。该研究的样本由10名私立学校教师组成，其中包括5名特殊教育教师和5名普通教育教师，均从阿联酋第三大城市艾恩招募。尽管参与者对双录取反应积极，但结果表明该系统对残疾学生的实施效果不佳。这是由于学校之间缺乏支持残疾儿童发展的合作、沟通和共同计划的结果。本研究最后建议建立一个国家框架来指导阿联酋实施双重招生制度。