Revisiting Leadership in Schools: Investigating the Adoption of the Dubai Inclusive Education Policy Framework

This study examined the prevalent leadership practices in implementation of Dubai Inclusion Education Policy Framework (DIEPF), which paves way for elaborating on key nuances relating to prospects and challenges meeting United Arab Emirates’ (UAE) federal requirement educating all students, including students identified as experiencing special educational needs disabilities (SEND) a common learning environment. A qualitative phenomenological research design was employed, where data collected through semi-structured interviews with group individuals who assumed senior leading role SEND departments, led inclusive at school level, or were experts education studies UAE. The final sample consisted 21 interviewees, 11 are heads 6 executive leaders designation principal vice principal, 4 employed reputable higher institutions analysis resulted identifying five themes critical factors several sub-theme components. As an additional dimension, emergent theme derived, expanding theoretical boundaries DIEPF. Finally, managerial implications effective settings offered.