Daisy Loyd
Biographic Data
| ID | 9713263 |
|---|---|
| NAME | Daisy Loyd |
| GIVEN NAMES | Daisy |
| FAMILY NAME | Loyd |
| SIGNATURE | LOYD D |
| AFFILIATIONS | Department of Psychology and Human Development UCL Institute of Education London UK |
| ORCID | 0000-0003-0902-6250 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Navigating inclusive education in the United Arab Emirates
Inclusive education in the United Arab Emirates (UAE) has been promoted through ambitious policies. These have included a mandated change in nomenclature alongside strengthening the infrastructure and professional development to support inclusive education in mainstream schools. Perspectives from school leaders and teachers across the country about these changes and their implementation have not been captured. This research used a qualitative met…
How can we make our schools less mainstream, and more inclusive
This study analyses the process of how a leader's inclusive vision is translated into practice by teachers, and experienced by students. Using a case‐study design, data was collected through semi‐structured interviews with 15 participants (1 Head of Inclusion, 4 teachers, and 10 students). Findings indicate that a clearly articulated inclusive vision from the leadership fostered a whole school ethos of shared responsibility, enabling staff autono…
Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates
Inclusive education in the United Arab Emirates (UAE) is evolving with ambitious policies and strategic plans. The extent to which these policies and plans are being embedded into practice in mainstream schools across the country has not been fully captured. This research used an online survey to investigate teachers' perceived competence in implementing inclusive education practices with students with disabilities in mainstream schools and explo…
No prominent works on this page.
Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates
Inclusive education in the United Arab Emirates (UAE) is evolving with ambitious policies and strategic plans. The extent to which these policies and plans are being embedded into practice in mainstream schools across the country has not been fully captured. This research used an online survey to investigate teachers' perceived competence in implementing inclusive education practices with students with disabilities in mainstream schools and explo…
Navigating inclusive education in the United Arab Emirates
Inclusive education in the United Arab Emirates (UAE) has been promoted through ambitious policies. These have included a mandated change in nomenclature alongside strengthening the infrastructure and professional development to support inclusive education in mainstream schools. Perspectives from school leaders and teachers across the country about these changes and their implementation have not been captured. This research used a qualitative met…
How can we make our schools less mainstream, and more inclusive
This study analyses the process of how a leader's inclusive vision is translated into practice by teachers, and experienced by students. Using a case‐study design, data was collected through semi‐structured interviews with 15 participants (1 Head of Inclusion, 4 teachers, and 10 students). Findings indicate that a clearly articulated inclusive vision from the leadership fostered a whole school ethos of shared responsibility, enabling staff autono…
Collaborative Teaching and Inclusion (3 works) · Teacher Education and Leadership Studies (3 works) · Curriculum (1 works) · Disability Education and Employment (1 works) · E-Learning and COVID-19 (1 works) · Education, Leadership, and Health Research (1 works) · Ethos (1 works) · Mainstream (1 works) · Mainstreaming (1 works) · Medical education (1 works)