Inclusive Education at UNRWA in Lebanon: A Case Study of a Lower Elementary School
DOI:
https://doi.org/10.23918/ijsses.v9i1p18Keywords:
Inclusive Education, Inclusion, Special Educational Needs, Disabilities, Case Study, UNRWAAbstract
Development of inclusive education (IE) policies affirming explicit commitment to educating students with special educational needs and disabilities (SEND) alongside their colleagues without SEND is the bedrock for high quality and equitable IE provision for the former. This qualitative case study aims to examine the implementation of the IE policy of the United Nations Relief and Works Agency for Palestine Refugees in the Near East [UNRWA] at an UNRWA lower elementary school in Lebanon. Data were collected through semi-structured interviews and focus group discussions (FGDs) from 24 teaching, administrative and educational support staff, and parents of students with SEND, who were purposefully and conveniently recruited. The thematic analysis generated 4 overarching themes: environment, education system, support, and relationship with parents and local community. Despite the barriers the school is facing during IE implementation, the school has exerted big efforts for overcoming those barriers and measuring and sustaining school inclusiveness.
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