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EJ958564 - Attitudes of Teachers and Headteachers towards Inclusion in Lebanon

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ERIC #:	EJ958564
Title:	Attitudes of Teachers and Headteachers towards Inclusion in Lebanon
Authors:	Khochen, Maha; Radford, Julie
Descriptors:	Inclusion; Disabilities; Questionnaires; Foreign Countries; Attitudes toward Disabilities; Student Attitudes; Teacher Attitudes; Accessibility (for Disabled); Mainstreaming; Mixed Methods Research; Interviews; Performance Factors; Barriers; Administrator Attitudes; Special Needs Students; Educational Practices; Educational Attitudes; Educational Policy; Educational Environment; Educational Development
Source:	International Journal of Inclusive Education, v16 n2 p139-153 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	15
Pub Types:	Journal Articles; Reports - Research
Abstract:	In the Arabic region, the drive towards inclusive practices in mainstream schools is at a relatively early stage, although, in Lebanon, the recent initiative of the National Inclusion Project (NIP), a project managed by a consortium of four organisations aimed at addressing the exclusion experienced by people with a disability, has the potential to promote rapid change in provision. This study explores the attitudes of teachers and headteachers towards people with a disability in mainstream primary schools in Lebanon, a middle-income Arab country. A mixed method approach was used to collect data. Forty teachers from mainstream schools within the Project completed questionnaires, and key headteachers as well as the consortium managers were interviewed. The sample was purposively selected in order to examine the attitudes of participants with previous experience of students with disabilities. In general, the findings indicate positive attitudes towards the inclusion of students in mainstream schools. However, participants expressed reservations about including all students, especially those with social, emotional and behavioural difficulties. Further challenges include limited training, availability of qualified specialist teachers and the high cost of supporting inclusion. These findings will inform future research, as more studies regarding the implementation of inclusive education in the Middle East are warranted. (Contains 2 tables and 2 notes.)
Abstractor:	As Provided
Reference Count:	29

Note:	N/A
Identifiers:	Lebanon; Middle East
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1360-3116
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education
Direct Link:	http://dx.doi.org/10.1080/13603111003671665

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