Exploring the habitus for educational inclusion in the Lebanese context (Record no. 21749)

MARC details
000 -LEADER
fixed length control field 02579nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211134544.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Andary, Lara
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Exploring the habitus for educational inclusion in the Lebanese context
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 114 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Exploring the Habitus for Educational Inclusion in the Lebanese Context is a study based on Bourdieu’s general social theory, built around the concepts of “habitus”, “capital”, and “field”, and Bronfenbrenner’s ecological theory. The inclusive habitus of two private schools are explored against the backdrop of marginalization of the disabled children in the broad educational system in Lebanon. One school has a declared policy of inclusion, while the other does not but accommodates the needs of mildly disabled children (MDC). The study investigates whether changing the habitus through a process of participation and cooperation amongst parents, teachers and school administration serves the inclusion of mildly disabled children (MDC), and whether teachers’ training matters. The study adopted a qualitative approach to answer the question to what extent are the targeted schools and their habitus supportive of the learning of MDC? Teachers, academic support teams, principals of grades 2 and 3 were interviewed; and parents of the same grade levels were asked to answer a questionnaire prepared by the researcher based on the literature review. The significant results were that to serve the process of inclusion of MDC in regular classrooms, the habitus/ecology needs to change. Teachers’ training was found to be an important factor that can either lead to the success or failure of inclusion as it influences the environment within their classroom. The acquisition of capital, be it linguistic, economic, social, or cultural, can play a pivotal role in the future development of the educational system and in transforming the two schools into successful inclusive environments. This study provides the ground work on which future research can be conducted to deepen the understanding of the interaction of habitus with inclusive education in Lebanon
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 School Inclusion
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الدمج المدرسي
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=103018">http://search.shamaa.org/FullRecord?ID=103018</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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