Drivers of 'Inclusive Secondary Schools' Selection: Lessons from Lebanon

Autor/in	Khochen-Bagshaw, Maha
Titel	Drivers of 'Inclusive Secondary Schools' Selection: Lessons from Lebanon
Quelle	In: International Journal of Inclusive Education, 27 (2023) 2, S.107-122 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khochen-Bagshaw, Maha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1829109
Schlagwörter	Foreign Countries; Secondary Schools; Inclusion; Students with Disabilities; School Choice; Visual Impairments; Student Attitudes; Parent Attitudes; Administrator Attitudes; Decision Making; Lebanon + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Choice of school; Schulwahl; Visual handicap; Sehbehinderung; Schülerverhalten; Elternverhalten; Decision-making; Entscheidungsfindung; Libanon
Abstract	Despite growing interest in educating students with disabilities in mainstream environments over the last two decades in Lebanon, how students with disabilities and their parents identify suitable schools remains ambiguous. This research explores factors that influence students with vision impairments and their parents when selecting a school. It adopts Bronfenbrenner's [1979. "The Ecology of Human Development: Experiments by Design and Nature." Harvard University Press] ecological model. Qualitative data was gathered from 29 pre-secondary and secondary students with vision impairments, 10 parents, 14 headteachers and 9 leaders of governmental and non-governmental organisations. Findings reveal that for those requiring support provision, the school's willingness to accept them and available support drive school selection. However, when children do not require support provision, academic attainment, convenience and school reputation drive selection. Furthermore, findings showed that autonomous decisions were connected to 'normalisations' whereby students with vision impairments acted in a way considered 'acceptable' by society. It can be argued that whilst some schools offer access to education for some students with disabilities, those offers, and subsequently student retention, are often dictated by school and supporting authorities and made in an exclusionary rather than inclusionary manner, demanding adaptation from students rather than the educational environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01