Barriers to Including Children with Disabilities in Egyptian Schools

2020 ◽  
pp. 000-000
Author(s):  
Elsayed Elshabrawi A. Hassanein ◽  
Taha Rabie Adawi ◽  
Evelyn S. Johnson
Keyword(s):  
Qualitative Study ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Children With Disabilities ◽  
Cultural Barriers ◽  
Teachers Perceptions ◽  
Inclusive Settings ◽  
Teachers Beliefs ◽  
Depth Interviews ◽  
Purposive Sample

Abstract This study set out to investigate teachers' perceptions of barriers to including children with disabilities in general schools in Egypt. This descriptive, qualitative study drew on a purposive sample of twelve general and special education teachers within two educational districts in Cairo, Egypt. Through in-depth interviews, teachers were asked about their perceptions of the barriers that hinder the implementation of inclusive education in Egypt. Four categories of barriers were identified: structural-organizational, personal, interpersonal and socio-cultural barriers. The findings showed that these barriers are related and interact to affect teachers' beliefs about the possibility of the implementation of inclusion in Egypt. In addition, the study argues that “barriers to inclusion” is a very complicated issue that includes many interrelated contextual factors that should be addressed to implement inclusion effectively. The results indicate that differential change procedures should be followed if we would like to enhance the learning of children with disabilities in inclusive settings.

Barriers to Including Children with Disabilities in Egyptian Schools

2021 ◽  
Vol 24 (1) ◽  
pp. 25-35
Author(s):  
Elsayed Elshabrawi A. Hassanein ◽  
Taha Rabie Adawi ◽  
Evelyn S. Johnson
Keyword(s):  
Qualitative Study ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Children With Disabilities ◽  
Cultural Barriers ◽  
Teachers Perceptions ◽  
Inclusive Settings ◽  
Teachers Beliefs ◽  
Depth Interviews ◽  
Purposive Sample

Abstract This study set out to investigate teachers' perceptions of barriers to including children with disabilities in general schools in Egypt. This descriptive, qualitative study drew on a purposive sample of twelve general and special education teachers within two educational districts in Cairo, Egypt. Through in-depth interviews, teachers were asked about their perceptions of the barriers that hinder the implementation of inclusive education in Egypt. Four categories of barriers were identified: structural-organizational, personal, interpersonal and socio-cultural barriers. The findings showed that these barriers are related and interact to affect teachers' beliefs about the possibility of the implementation of inclusion in Egypt. In addition, the study argues that “barriers to inclusion” is a very complicated issue that includes many interrelated contextual factors that should be addressed to implement inclusion effectively. The results indicate that differential change procedures should be followed if we would like to enhance the learning of children with disabilities in inclusive settings.

Language teachers’ perceptions of practitioner research

2019 ◽  
Vol 12 (5) ◽  
pp. 897-914
Author(s):  
Sabine Imad Arayssi ◽  
Rima Bahous ◽  
Rula Diab ◽  
Mona Nabhani
Keyword(s):  
Qualitative Study ◽  
Working Conditions ◽  
Design Methodology ◽  
Practitioner Research ◽  
Language Teachers ◽  
Structured Interviews ◽  
Content Type ◽  
Teachers Perceptions ◽  
Theory To Practice ◽  
Depth Interviews

Purpose The purpose of this paper is to examine language teachers’ perceptions of practitioner research to establish an understanding whether research comprises a fundamental component in their career. Design/methodology/approach A qualitative study was conducted with language teachers and coordinators from various schools in Lebanon. Questionnaires were distributed to 50 language teachers, followed by semi-structured interviews conducted with language coordinators, and in-depth interviews with language teachers who are practitioner researchers. Findings Results indicated that research is a minority activity for language teachers due to lack of time, overwhelming working conditions and lack of flexibility in the workplace. Research limitations/implications There was a lack of cooperation between teachers and coordinators. Originality/value This study provides teachers in Lebanon with the opportunity of transforming their voice through participating in and being agents of research rather than solely observing the process which attempts to bridge theory to practice.

scholarly journals Challenges for Global Learners: A Qualitative Study of the Concerns and Difficulties of International Students

2016 ◽  
Vol 6 (2) ◽  
pp. 501-526
Author(s):  
Chetanath Gautam ◽  
Charles L. Lowery ◽  
Chance Mays ◽  
Dayan Durant
Keyword(s):  
United States ◽  
Data Analysis ◽  
International Students ◽  
Qualitative Study ◽  
Small Town ◽  
The United States ◽  
Initial Survey ◽  
Educational Journeys ◽  
Depth Interviews ◽  
Purposive Sample

The authors in this study seek to inform academia about international students’ experiences and challenges while attending universities in Small Town USA. Despite their eagerness to study in the United States (U.S.), international students are faced with setbacks that many universities fail to recognize or realize. The researchers conducted in-depth interviews with a purposive sample of students using questions based on information from the literature and an initial survey. The themes that emerged from the data analysis were language, jobs/finances, transportation, assimilation, religious interactions, and identity. Findings emphasize the imperative to understand the challenges these students face as they continue their educational journeys in the United States.

scholarly journals Teachers’ Belief and Efficacy Toward Inclusive Education in Early Childhood Settings in Korea

2019 ◽  
Vol 11 (5) ◽  
pp. 1489
Author(s):  
Sukkyung You ◽  
Eui Kim ◽  
Kyulee Shin
Keyword(s):  
Inclusive Education ◽  
Self Efficacy ◽  
Structural Equation ◽  
Children With Disabilities ◽  
Teaching Experience ◽  
Equation Modeling ◽  
Training Experience ◽  
Effective Teaching Strategies ◽  
Teachers Beliefs ◽  
And Training

In the literature, teacher self-efficacy has been found to increase teachers’ effective teaching strategies and students’ positive learning outcomes in inclusive education, which highlights the importance of identifying and fostering factors associated with increased self-efficacy. Thus, the purpose of the current study was to examine the relations between teachers’ demographic and background variables (i.e., age, teaching experience, and training experience), teachers’ beliefs toward inclusive education, and teachers’ self-efficacy. Specifically, this study aimed to test the mediating effects of teachers’ beliefs toward inclusive education on the relations between teachers’ demographic and background variables and their self-efficacy using structural equation modeling (SEM). Teacher beliefs toward inclusive education included the effectiveness of inclusive education on the social and cognitive development of children with disabilities and on non-disabled students’ understanding of the needs of children with disabilities. Results indicated that whereas teacher age and teaching and training experiences had no direct relations with teachers’ self-efficacy in inclusive education, teaching and training experiences had significant indirect relations with their self-efficacy through their beliefs toward inclusive education. Implications and future directions are discussed.

scholarly journals Aufgabenklärung in inklusiven Settings. Zuständigkeiten von allgemeinen und sonderpädagogischen Lehrkräften

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Alina Quante ◽  
Claudia Urbanek
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Theoretical Foundation ◽  
Work Teams ◽  
Professional Work ◽  
Eine Analyse ◽  
Inclusive Settings ◽  
Inklusive Bildung

Die Umsetzung schulischer Inklusion erfordert eine (multi-)professionelle Kooperation. Welche konkreten Aufgaben allgemeine und sonderpädagogische Lehrkräfte im inklusiven Setting übernehmen (sollen), gilt als Kern der Kooperationsproblematik. Die Klärung dieser Frage liegt in der Verantwortung der Lehrkräfte. Ausgehend von der Notwendigkeit der Professionalisierung von pädagogischem Fachpersonal für inklusive Bildung und Kooperation wird auf ein Fortbildungskonzept zur Kooperation im inklusiven Setting verwiesen. Dazu werden die theoretische Fundierung, die konzeptionelle Verankerung sowie die wesentlichen Inhalte der Fortbildung zusammenfassend dargestellt. Die explizite Aushandlung der Aufgabenzuständigkeiten wird mithilfe eines Reflexionsbogens unterstützt. Zudem erfolgt eine Analyse der Daten aus der Begleituntersuchung zur Frage nach den gegenwärtigen und gewünschten Zuständigkeiten für inklusionsspezifische Aufgaben aus Sicht der Lehrkräfte.   Abstract (Multi-)professional work teams are needed to meet the requirements of inclusive education. It is unclear which tasks collaborating teachers (should) fulfil, wherefore task clarification is considered the problematic core of collaboration. Regular and special education teachers are mostly left to clarify these uncertainties on their own. Following the need for professionalization in inclusive settings a professional development measure, especially designed for pairs of collaborating teachers in inclusive settings, is depicted. The theoretical foundation, the concept and essential contents will be described. A sheet for reflection is used as one part of professional development, to encourage the task clarification among teachers. The research project, accompanying the professional development, poses the question which tasks are considered as whose responsibility and if this classification is in line with the teachers’ expectations.

scholarly journals THE INFLUENCES OF SOME VARIABLES ON ATTITUDES OF SPECIAL EDUCATION TEACHERS TOWARDS EDUCATING PUPILS WITH AUTISM IN REGULAR SETTINGS

2015 ◽  
Vol 3 (10) ◽  
pp. 30-37
Author(s):  
Hamid Hassan Ahmed Elhassan ◽  
EldoodYousifEldood Ahmed ◽  
Abdul-alaziz Alasmari
Keyword(s):  
Special Education ◽  
Data Collection ◽  
Special Needs ◽  
Special Education Teachers ◽  
Class Size ◽  
Children With Disabilities ◽  
Study Group ◽  
Inclusive Settings ◽  
Training Courses ◽  
Students With Autism

All special needs teachers want their children to be accepted by their peers have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities. So that we conducted this study to know the influences of some variables on attitudes of special education teachers towards educating students with autism in regular settings. The researchers used descriptive statistic methods. Questioner technique is used as method of data collection. Study group included 150 special education teachers from Abu Areech Learning administration, 70 teachers were selected randomly as sample. The data was analyzed by using SPSS program. The results are as following: There are no significant differences in attitudes of special education teachers towards inclusive settings according to interaction with disabled, there are no significant differences in attitudes of special education teachers towards inclusive settings according to the class size. There are significant differences in attitudes of special education teachers towards inclusive settings according to the training courses and there are significant in attitudes of special education teachers towards inclusive settings according to the qualification.

Teachers' Perceptions of the Supports Critical to the Success of Inclusion Programs

1996 ◽  
Vol 21 (1) ◽  
pp. 9-21 ◽  
Author(s):  
Margaret Gessler Werts ◽  
Mark Wolery ◽  
Erin D. Snyder ◽  
Nicola K. Caldwell
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Severe Disabilities ◽  
National Sample ◽  
Teachers Perceptions ◽  
Training Support ◽  
Third Stage ◽  
Moderate To Severe Disabilities ◽  
General Education Classrooms

Two mail surveys, one with a follow-up, were conducted to determine if consensus existed among general and special education teachers on (a) the conditions and supports that are critical to including children with substantial disabilities in general education classrooms and (b) problems faced in implementing inclusive education. The data were collected in three stages. The first stage was a questionnaire sent to teachers in Pennsylvania who had experience including children with moderate to severe disabilities in general education classrooms. Through two open-ended questions, they were asked to identify critical supports for inclusion and major problems they faced when including children with disabilities. For the second stage, the same respondents were asked to rate the importance of the categories of supports and to rate the significance of the problems they faced. The results indicated that training, support from a team of professionals, and having help in the classroom were mentioned by a large portion of the respondents. The third stage involved a national sample of elementary, general education teachers responding to the open-ended questions. The respondents in the national sample (teachers who may or may not have been involved in a supported program of inclusion) identified the same three supports more often than other supports.

Preservice Teachers’ Perceptions of Inclusive Education: The Reality of Professional Experience Placements

2020 ◽  
Vol 44 (2) ◽  
pp. 88-101
Author(s):  
Kerry Therese Aprile ◽  
Bruce Allen Knight
Keyword(s):  
Preservice Teachers ◽  
Inclusive Education ◽  
Students With Special Needs ◽  
Teachers Perceptions ◽  
Inclusive Practice ◽  
School Settings ◽  
Inclusive Settings ◽  
Semistructured Interviews ◽  
Quality And Outcomes ◽  
The Impact

AbstractDeveloping the knowledge and practical skills for implementing inclusive education is a legislative and policy imperative for contemporary graduate teachers. In this qualitative study, the authors investigated the experiences of 18 preservice teachers during their practical school placements in primary and secondary school settings and the impact of these experiences on their attitudes towards students with special needs and their readiness to teach in mainstream inclusive settings. Sixteen of the participants had completed 2 or more placements. Data were collected using semistructured interviews and analysed to categorise the observed and enacted practices and define themes that contribute to a deeper understanding of preservice teachers’ learning about inclusion through their practice in schools. The 4 identified themes show that contact, responsibility for instruction, modelled practices, and expectations for student learning all have significant impacts on the quality and outcomes of preservice teachers’ placements. Findings suggest that placement settings do not consistently represent contexts where aspiring teachers are exposed to the types of meaningful contact or successful experiences claimed to be fundamental preparation for inclusive practice. The implications for the preservice teachers themselves and for their future practice are discussed.

scholarly journals Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402095065
Author(s):  
Rashed Aldabas
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Descriptive Study ◽  
Severe Disabilities ◽  
Successful Implementation ◽  
Teachers Perceptions ◽  
Students With Severe Disabilities ◽  
Preparedness To Teach ◽  
Practical Implications

Successful inclusive education for students with severe disabilities (SD) relies on the preparedness of their teachers. This descriptive study investigated special education teachers’ perceptions of their preparedness to teach students with SD in inclusive educational settings. A survey was sent to 382 teachers of such students. In general, findings indicate that participants were confident that they were prepared to teach students with SD in inclusive education. Findings also show that the lowest levels of confidence were reported by participants with the shortest working experience, participants who have taught students with moderate and severe intellectual disabilities and those with multiple disabilities, participants who have taught in the lower grades, and those who have already taught in general classrooms. The practical implications of the findings are discussed for supporting successful implementation of inclusive education for students with SD in terms of improving special education teachers’ preparedness.

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