Special Education

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    Differences Between Regular and Special Education Teachers on Beliefs, Pedagogical and Professional Knowledge & Skills
    (2009) Awakimian El-Hajj, Ani
    The present study investigated differences between the regular and the special education teachers using a self-analysis Questionnaire. The questionnaire was used as a tool for collecting data from three groups (N=120): The "regular group" which is the regular education teacher; the "regular-mixed group" which is the regular education teacher who teaches regular and special needs students in general education class; and the "special education group." Special and regular education teachers rated 33 statements using "yes," "no," or "undecided." It was hypothesized that the regular education teacher and the special education teacher differ in terms of belief about teaching philosophy, pedagogy, and professional knowledge and skills. It is hoped that this study might be a backbone to improve the education and teacher training programs to ensure the teaching of diverse and special needs students in inclusive settings.
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    Inclusion of Early Childhood Students with Disabilities: Attitudes of Teachers in Lebanese Private Schools (Interpretive Phenomenological Analysis)
    (2022) Jaber, Aya
    This study is particularly concerned with Lebanese general education early childhood teachers serving in the private sector, and its aim was focused on exploring their experience-based (a) attitudes (cognitive, affective, and behavioral components) towards including early year’s children with disabilities in general education classrooms and (b) views regarding the kind of academic and professional support they need for advancing their instructional inclusive practices. Additionally, the study adopted the qualitative methodology of Interpretative Phenomenological Analysis (IPA), which purposefully sought a profound examination and interpretation of teachers’ ways of making meaning of their experiences associated with inclusive education. In-depth semi-structured individual interviews was the primary data collection method used, but a Teacher Profile Questionnaire was also employed as a supportive data collection instrument. The study sample consisted of 4 in-service early childhood teachers recruited – based on well defined criteria –from inclusive private schools in Beirut. The research problem of this study originates from the dearth of studies on the topic of inclusive education in Lebanon where children with disabilities are concerned; this problem has been deemed particularly significant for two main reasons. Firstly, it is expected to contribute to culture-specific body of knowledge pertaining to the conditions and challenges (conceptual, affective, and practical) associated with inclusive instructional practices and learning environments. Secondly, exploring teachers’ inclusion-related professional experiences and understanding the attitudes originating from those experiences are needed to generate significant implications pertaining to relevant early childhood curricular frameworks as well as teacher pre-service formal academic programs and in-service professional development/support systems. The results revealed many similarities between the attitudes of the teachers towards including students with disabilities in early years inclusive classrooms. Moreover, the analysis of the teachers’ views indicated similar factors affecting their conceptualization of disability and inclusive education, as well as very similar views regarding the support needed for pre-service and in-service teachers to successfully implement inclusive education. Few different ideas emerged regarding the behavioral attitudinal component that teachers implement to emphasize inclusive education in their classrooms. However, the ideas generally complement each other. The overall analysis of the teachers’ attitudes and input revealed that the teachers have a positive attitude towards disabilities and inclusive education. However, teachers showed to have mixed emotions regarding leading such classrooms. Causes and origins of such emotions relate to every teacher’s personal, academic, and professional background. However, they do all share common causes of such emotions. Moreover, the teachers’ lack of pedagogical content knowledge and expertise was evident. In some areas, they were not able to provide thorough elaborations such as inclusive management approaches and strategies. Based upon the gathered data and literature recommendations, implications for teacher preparation programs and school-based support are suggested.
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    Regular Classroom Teachers' Perception Towards Inclusion in Private Schools in Lebanon
    (2014) Abou Assaly, Nadine
    The purpose of this exploratory study was to analyze the perception of 60 elementary and middle school regular classroom teachers, from four selected Lebanese Private Schools that have an inclusion program, towards inclusion. A survey, consisting of eleven close-ended research questions was used to assess teachers' perception of inclusion in general, their theoretical and practical preparedness for inclusion, the administrative and academic support being made available to them, and the different challenges that face inclusion. In addition, ten of the 60 participants were selected to answer a seven-question semi-structured interview related to their everyday experience of inclusion. Participants' responses were analyzed using a thematic analysis in which four organizing themes were delineated (perception of inclusion, support, potentials and challenges), allowing for the further emergence of several recurrent basic themes. The overall analysis revealed that the majority of regular classroom teachers supported the idea of inclusion but their responses varied according to the nature of the disability. The analysis also revealed that class size, lack of resources, lack of practical experience with students with special educational needs prior to the implementation of inclusion, insufficient time for planning and inappropriate administrative support were identified by all participants as important issues to be taken into consideration for a successful implementation of inclusion. Based on the findings, recommendations are discussed in order to improve regular classroom teachers' perception of inclusion.