Professional Performance of Assistant Teachers Supporting Children With Autism in the United Arab Emirates: Mixed...

Assistant teachers play a central role in supporting children with autism spectrum disorder in United Arab Emirates inclusive classrooms. Despite this importance, no prior study has used validated observational instruments to systematically evaluate assistant teachers' competency profiles across classroom practice and parent interaction domains simultaneously in this cultural context.

This program evaluation study assessed the professional performance of assistant teachers supporting children with autism spectrum disorder, examining classroom instructional competencies and parental engagement behaviors within a single United Arab Emirates diploma training program.

A convergent mixed methods design was used. Ten assistant teachers who completed a national diploma training program were assessed by 3 independent expert evaluators across 50 site visits (n=25, 50% classroom observations; n=25, 50% parent meeting observations) conducted in January 2025 and March 2025. Tool 1 assessed 11 standardized classroom competency criteria, and tool 2 assessed 8 parent interaction criteria, both using a 5-point Likert scale. Mean scores were calculated by averaging all evaluator ratings across observation sessions per criterion. Internal consistency was assessed using the Guttman λ (λ=0.79 for tool 2). Formal interrater reliability was not computed; consensus-based resolution was used in cases in which evaluator ratings differed, which is acknowledged as a methodological limitation. Qualitative field notes were analyzed using the 6-phase thematic analysis by Braun and Clarke.

Classroom performance means were 4.56 (SD 0.19; very high) in phase 1 (January 2025) and 4.55 (SD 0.23; very high) in phase 2 (March 2025). All teachers (10/10, 100%) achieved ceiling scores for daily living skill support and cultural adherence (mean 5.00, SD 0.00) across both phases. Safety and hygiene criteria scores were in the high range (mean 4.00, SD 0.00 to 4.10, SD 0.32). In parent interaction assessments (tool 2), the overall mean was 4.75 (SD 0.20; very high). The highest-ranked criteria were empathetic family treatment (mean 4.92, SD 0.28) and meeting preparation (mean 4.88, SD 0.33). The lowest-ranked criterion was clarity of structured communication (mean 4.48, SD 0.51; very high). Qualitative themes identified culturally responsive communication, emotional attunement, and individualized education plan-aligned practice. Repeated SD values of 0.00 and the absence of formal interrater reliability statistics are limitations that should be considered when interpreting these findings.

Within this program-specific evaluation, assistant teachers demonstrated consistently high professional competence. These preliminary findings suggest that diploma-based training can support culturally aligned and technically proficient inclusive practice. Targeted professional development in proactive safety and hygiene integration and structured individualized education plan-linked parent communication are recommended. Replication with larger, multi-institutional samples is required before broader conclusions can be drawn.