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Abstract
The study aimed to assess the impact of innovative curricular models for promoting social and emotional development of students with disabilities at select schools in Dubai, UAE, as the basis for a strategic development framework. The study employed a descriptive correlational research design to investigate the relationship between the extent of innovative curricular models and the social and emotional development of students with disabilities. Moreover, the researcher utilized the teachers' handling of students with disabilities to assess the extent of the innovative curricular models for promoting the social and emotional development of students with disabilities. The study used one hundred twenty (120) teacher respondents. The findings revealed that the incorporation of diverse curricular content and activities, the facilitation of peer interaction and collaborative learning, the emphasis on cultural relevance and sensitivity, along with the application of universal design for learning principles, are all instrumental in fostering the social development of students with disabilities. Also, the incorporation of social-emotional learning elements, the application of adaptable and flexible teaching methods, the encouragement of self-expression and emotional awareness, and the establishment of supportive and secure learning environments are all significant in fostering the emotional development of students with disabilities. Moreover, a notable correlation exists between the degree of innovative curricular models and the enhancement of social and emotional development in students with disabilities. Further, the innovative curricular models have a substantial effect on the social and emotional development of students with disabilities. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may incorporate social-emotional learning activities into daily lessons to foster emotional awareness, self-regulation, and interpersonal skills among students with disabilities; Teachers may use flexible and adaptive teaching strategies that cater to the diverse needs of students, ensuring that curricular materials are inclusive and accessible; Students with disabilities may engage actively in social-emotional activities and reflection exercises to develop self-awareness, resilience, and positive social interactions; and School administrators may provide ongoing professional development for teachers focused on implementing innovative curricular models that promote social and emotional development.
