Differentiated Curriculum and Teaching Practices for Students with Determination in Higher Education, Reforms for Learners with Dyslexia, Dysgraphia, and Dyscalculia in Higher Education System

The current paper explores and investigates the best possible practices that can ensure and effective, comprehensive and successful inclusive learning and educational experience for students of determination within the higher education in the United Arab Emirates, focused in the Emirate of Dubai thru one university representing the higher education system. The inclusion of students of determination with specific learning disabilities chiefly with Dyslexia, Dysgraphia, and Dyscalculia in higher education stage is the focus of this study. A qualitative expressive case study method was adopted to represent the experience of students of determination, consequently the perspectives of Faculty Members, Deans, leaders in addition to, administrators of higher education institutes and parent is also investigated in alignment with the purpose of the study. This paper is a proposed insight of an array of possible assistive accommodations primarily consisting of differentiated curriculum implementation, its possibility, challenges, solutions, and perception by all key individuals represented in the participants’ samples of the study, to provide students of determination with Dyslexia, Dysgraphia, and Dyscalculia with the best learning and educational experience on academic, social, and personal directions.