Barriers to Including Children with Disabilities in Egyptian Schools

Autor/inn/en	Hassanein, Elsayed Elshabrawi A.; Adawi, Taha Rabie; Johnson, Evelyn S.
Titel	Barriers to Including Children with Disabilities in Egyptian Schools
Quelle	In: Journal of International Special Needs Education, 24 (2021) 1, S.25-35 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-4341
Schlagwörter	Barriers; Inclusion; Students with Disabilities; Foreign Countries; Teacher Attitudes; Elementary School Teachers; Secondary School Teachers; Educational Environment; Interpersonal Relationship; Teacher Education; Egypt (Cairo) + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerausbildung; Lehrerbildung
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. (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01