Regular classroom teachers’ perception towards inclusion in private schools in Lebanon (Record no. 21705)

MARC details
000 -LEADER
fixed length control field 02630nam a2200277Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211132411.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Abou Assaly, Nadine
Miscellaneous information Master Education-emphasis special education
245 10 - TITLE STATEMENT
Title Regular classroom teachers’ perception towards inclusion in private schools in Lebanon
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Haigazian University. Social and behavioral sciences
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 91 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. 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
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Inclusion scolaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Private sector
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element School Inclusion
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secteur Privé
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers attitudes and conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعليم الخاص
9 (RLIN) 150
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الدمج المدرسي
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف المعلمين وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=90169">http://search.shamaa.org/FullRecord?ID=90169</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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