Assessing Inclusive Education Provision at a United Nations Relief and Works Agency (UNRWA) Elementary School in Lebanon

Autor/in	El Ahmad, Ali Hussein
Titel	Assessing Inclusive Education Provision at a United Nations Relief and Works Agency (UNRWA) Elementary School in Lebanon
Quelle	In: International Journal of Whole Schooling, 18 (2022) 2, S.88-121 (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Inclusion; Refugees; Special Education; Special Needs Students; Students with Disabilities; Elementary Education; Foreign Countries; Elementary School Teachers; Elementary School Students; Teacher Attitudes; Student Attitudes; Parent Attitudes; Teaching Methods; Assistive Technology; Educational Quality; Grade 1; Grade 2; Grade 3; Palestine; Lebanon + Suchen Sie Ihr Suchwort? Inklusion; Flüchtling; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementarunterricht; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Elternverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Palästina; Libanon
Abstract	Inclusive education (IE) has become one of the top issues on the international educational agenda over the past two decades. The United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) (2013a) developed an IE policy to cater for learning, health, and psychosocial needs for Palestine refugee students with special educational needs and disabilities (SEND) across its five fields of operation; however, the implementation of this policy in UNRWA schools across Lebanon is still weak and inconsistent. The purpose of this study is to assess IE provision for Palestine refugee students with SEND at an UNRWA lower elementary school in Lebanon. The study employed quantitative approach and adopted descriptive design. Data were collected through questionnaire surveys and structured classroom observations from 142 purposefully and conveniently sampled participants, including teaching staff, parents of students with SEND, and their children in grades 2 and 3. The results showed that students with SEND receive an IE to a large extent, yet teachers' inclusive teaching practices are inconsistent, in addition to poor availability of assistive technologies (AT) and exclusion of students with SEND from classroom routines procedures. The large extent of IE provision for students with SEND reflects UNRWA's commitment to providing high-quality IE for all children, including students with SEND. Recommendations for policymakers and practitioners are provided, and suggestions for future research are presented. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01