The Inclusion of Disability Issues and Concepts in the Jordanian National Curriculum from the Perspective of Curriculum Planning Experts

Autor/in	Al-Zboon, Eman
Titel	The Inclusion of Disability Issues and Concepts in the Jordanian National Curriculum from the Perspective of Curriculum Planning Experts
Quelle	In: European Journal of Special Needs Education, 35 (2020) 4, S.576-585 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2020.1726090
Schlagwörter	Foreign Countries; Disabilities; National Curriculum; Inclusion; Attitudes toward Disabilities; Barriers; Curriculum Development; Jordan + Suchen Sie Ihr Suchwort? Ausland; Handicap; Behinderung; Inklusion; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	This study aimed to investigate the inclusion of disability issues and concepts in the national curriculum (NC) from the perspective of Jordanian curriculum experts, and content analysis was used to analyse interviews with 15 experts. The results revealed that the curriculum experts think that the inclusion of disability issues is not a priority and does not receive enough attention from the Ministry of Education, and they described a variety of barriers to including disability issues in the curriculum. The experts agreed on the importance of the curriculum in increasing awareness of disability issues and changing community attitudes. These positive attitudes of the experts can be used to encourage decision-makers to focus on the inclusion of disability issues and facilitate a successful inclusion process. Finally, the inclusion of disability issues will help in achieving the successful inclusion of persons with disabilities in education and life in general. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01