Amna Banimakhzoom

Student - Higher Colleges of Technology

I am Amna Banimakhzoom, an Early Childhood Education graduate from the Higher Colleges of Technology. I’m passionate about creating inclusive and engaging learning experiences where every child feels valued and supported.

Throughout my time in this respected field of education, I've learned a valuable lesson: teaching is not just about academics, but about making sure students know they are cared for and, most importantly, loved.

I believe that students bring their own unique experiences and knowledge into the classroom, and my teaching approach focuses on hands-on learning, intrinsic motivation, and being a reflective teacher who continuously evaluates her teaching practices to grow and improve as an educator.

At HCT, our teaching practice was competency-based, which meant we were encouraged to build not only our knowledge but also our skills and attitudes as future teachers. Through these experiences, I learned how to plan lessons with a clear purpose, better understand how children learn, and respond thoughtfully to their needs. I also had the chance to work closely with teachers and children, which helped me grow in confidence and develop a deeper understanding of how to support young learners in a real classroom.

I’m always excited to grow, collaborate, and learn from others who share my passion for education.

Speaker Sessions

Sustainability & Wellbeing 1610

Nov 12 2025 | 11:15am - 11:45am

Investigating ECE Teachers' Perceptions, Attitudes, Self-efficacy, Intentions, and Concerns in Implementing Inclusive Pedagogy for Students of Determination in the UAE

Session Summary:

Inclusive education is a priority in early childhood education, yet teachers in the UAE face challenges in implementing inclusive practices for students of determination (SOD). Our presentation will highlight the perceptions, attitudes, and concerns of early childhood educators based on a study with 17 homeroom teachers from Pre-K to Grade 2. We’lll discuss teachers' support for inclusion alongside their struggles with teaching students with diverse needs, especially those with severe disabilities. Key challenges include limited professional development, inadequate support, and cultural stigma around diagnoses. We will also explore how these concerns impact teachers’ confidence and willingness to implement inclusive practices. Our research will emphasize the need for targeted professional development, better administrative support, and greater parental awareness to promote effective inclusive education.