| 000 | 02580nam a2200241Ia 4500 | ||
|---|---|---|---|
| 005 | 20191210120751.0 | ||
| 008 | 180910s9999 xx 000 0 und d | ||
| 040 | _aLB-BrCRDP | ||
| 100 | 1 |
_aHamza, Mirna Mounir _gMaster Education |
|
| 245 | 1 | 4 | _aThe role of school counselors in inclusive classrooms : perceptions and expectations |
| 260 |
_aBeirut _bAmerican University of Beirut. Faculty of Arts and Sciences _c2013 |
||
| 300 | _a82 pages | ||
| 500 | _aالنوع : Mémoire | ||
| 520 | 3 | _aInclusion has become the newest trend in most countries around the world, including Lebanon. This has necessitated that general education teachers deal with students with special needs; however, they are not adequately qualified to do so. Recently, school guidance and counseling in Lebanon has begun expanding and many of the tasks required for students with special needs are expected to be done by the school counselor. In fact, the literature reveals that the counselor’s general role still remains undefined, especially in Lebanon where there are no national standards. The aim of this study was to identify the tasks that elementary school counselors are expected to perform with regards to students with special needs both from the counselors’ and the teachers’ perspectives. The following research questions were addressed: 1) What are the school policies regarding inclusion and how are these reflected in job descriptions of counselors and teachers? 2) What are elementary teachers’ and counselors’ perceptions and expectations of the school counselor’s role in working with students with special needs? 3) How do the perceptions and expectations of teachers and counselors with regards to the counselor’s role in working with students with special needs compare? Analysis of the semi-structured interviews conducted with elementary teachers and elementary school counselors revealed that teachers and counselors both have little awareness of what the role of a school counselor is. The findings also suggest that the most common theme between teachers and counselors was the need for more collaboration between the two parties. Recommendations for future research and implications for practice are discussed | |
| 650 | 4 | _aInclusion scolaire | |
| 650 | 4 | _aOrientation et Conseil | |
| 650 | 4 | _aSchool guidance and counseling | |
| 650 | 4 | _aSchool Inclusion | |
| 650 | 4 | _aالتوجيه والإرشاد المدرسي | |
| 650 | 4 | _aالدمج المدرسي | |
| 856 |
_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=102220 |
||
| 942 |
_cLAESDATA _2ddc |
||
| 999 |
_c20010 _d20010 |
||