Contextualizing Inclusion Policy: Views from Jordanian Special Education Teachers

Autor/in	Benson, Sarah K.
Titel	Contextualizing Inclusion Policy: Views from Jordanian Special Education Teachers
Quelle	In: Educational Research for Policy and Practice, 22 (2023) 3, S.499-515 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benson, Sarah K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-023-09344-5
Schlagwörter	Foreign Countries; Inclusion; Educational Policy; Special Education; Special Education Teachers; Teacher Attitudes; Educational Legislation; Equal Education; Students with Disabilities; Federal Legislation; Coaching (Performance); Regular and Special Education Relationship; Jordan + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht
Abstract	Jordan's 2017 Public Law No. 20, Rights of Persons with Disabilities Act has given rise to a renewed focus on inclusive education. Using a qualitative comparative case study design, the purpose of this study was to examine factors impacting how schools in Jordan are defining, interpreting and enacting inclusion. Four shadow teachers working in schools to promote inclusive education participated in interviews and weekly journaling prompts. Data were analyzed using cultural-historical activity theory (CHAT) and sensemaking. Results showed support for inclusion by the community when there are adequate resources and supportive administration. Additionally, the shadow teachers have taken on a progressive role as coaches to general education teachers, while promoting social inclusion. This study establishes the utility of CHAT and sensemaking in global research on inclusive practices. The results provide areas of strength in Jordanian schools that should be built on to increase inclusion of students with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01