JMIR Publications

ABSTRACT

Background:

Assistant teachers play a crucial role in supporting children with autism within inclusive classrooms in the United Arab Emirates. Their responsibilities extend beyond academic instruction to include promoting life skills, cultural values, and effective parental engagement. Evaluating their professional performance is vital to sustaining high-quality inclusive education.

Objective:

This study aimed to evaluate the professional performance of assistant teachers working with children with autism in the UAE, focusing on both classroom instructional practices and parental engagement.

Methods:

A mixed-methods research design was employed involving 10 assistant teachers. Data were collected through multiple scheduled visits, including 25 classroom observations and 25 parent meeting observations, amounting to 45 site visits conducted during the first quarter of 2025. Two validated observational tools were used to assess instructional and communication competencies, and quantitative data were analyzed using mean scores on a 5-point Likert scale.

Results:

Findings revealed consistently very high performance across both domains. Classroom observations produced average scores of 4.56 and 4.55 across two cycles, indicating stable instructional quality. Assistant teachers achieved perfect ratings (5.00) in supporting daily living skills, demonstrating strong capacity to foster independence. They also exemplified respect for Emirati cultural and religious values and showed sustained excellence over time.

Conclusions:

Assistant teachers in the UAE demonstrate exceptional professionalism and cultural alignment when supporting children with autism. Their emotional connection with students enhances belonging and confidence, contributing to both social and parental engagement outcomes. Targeted professional development programs emphasizing safety, cleanliness, and structured communication are recommended to maintain and further strengthen these high standards.