000			02954nam a2200289Ia 4500
005			20191210134049.0
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040			_aLB-BrCRDP
100	1		_aKayal, Hiba _gMaster Education
245	1	4	_aThe challenges of the implementation of class modifications and accommodations for students with learning disabilities in a regular school system in Tripoli-Lebanon (cycle 2)
260			_aBeirut _bUniversity of Balamand. Faculty of Arts and Social Sciences _c2014
300			_a130 pages
500			_aالنوع : Mémoire
520	3		_aIn Lebanon, it was only in May 2000 that the Lebanese Parliament approved Law 220, which enables students with special needs to fully integrate and participate effectively in all aspects of society whether on the educational, vocational or social level. Whether they have learning disabilities, health impairments, intellectual disabilities, visual or hearing impairments, schools should accommodate all students regardless of their physical, intellectual, emotional or any other conditions. Classroom Modifications and Accommodations (CMA) had been implemented in a regular school system in North Lebanon helping students with learning disabilities overcome their academic difficulties and in consequence to accomplish the tasks required. These CMA were simple measures taken during class work or evaluations in order for the students to compensate their difficulties and to achieve the necessary assignment. This research has explored the challenges of these implementation of classroom modifications and accommodations (CMA) for students with Learning Disabilities (LD), in a “regular school system” and how these changes have been incorporated during class work and exams (in G5-G6) in order to better understand whether accommodations could or not provide students with LD the ability to follow the “regular Lebanese curriculum”. This case study will help us understand how the CMA was implemented in a regular class, and what were the challenges faced before, during and after the implementation. Based on observations, surveys, and interviews, CMA has turned out to be an effective educational opportunity that could provide LD students with the ability to follow the “regular curriculum.” Despite all the challenges, approximately 70% of the pupils who benefited from the CMA for at least one year and a half have improved academically.
650		4	_aChildren with special needs
650		4	_aCycle primaire
650		4	_aElementary Education
650		4	_aEnfants avec des besoins spéciaux
650		4	_aInclusion scolaire
650		4	_aSchool Inclusion Tripoli
650		4	_aTripoli
650		4	_aالدمج المدرسي طرابلس
650		4	_aالمرحلة الابتدائية
650		4	_aذوو الاحتياجات الخاصة
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=92520
942			_cLAESDATA _2ddc
999			_c20112 _d20112