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Teachers' Opinions about Inclusion: A Pilot Study in a Palestinian Context

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Thu, 2015-04-16 12:37 — Ali Habayeb
Journal Title, Volume, Page: 
International Journal of Disability, Development and Education, Volume 48, Number 2, 1 , pp. 143-162(20)
Year of Publication: 
2001
Link: 
http://www.tandfonline.com/doi/abs/10.1080/10349120120053630#.VS-HDfmUdqM
Authors: 
Ali Habayeb
Department of Education, An-Najah National University, Nablus, Palestine
Current Affiliation: 
Lower Basic Education, Faculty of Educational Sciences and Teachers' Training, An-Najah National University, Nablus, Palestine
[email protected]
Liv Randi Opdal
Department of Special Needs Education , University of Oslo , Oslo, Norway
Siri Wormnaes
Department of Special Needs Education , University of Oslo , Oslo, Norway
Preferred Abstract (Original): 

The present study explored teachers' opinions about the inclusion of students with disabilities and special needs in regular primary schools in a Palestinian context, and factors that influenced such opinions. The sample consisted of 90 teachers at six schools. Eighty-seven (97%) of them had students with disabilities or special needs in their classes. Fifty-four (60%) of the teachers were of the opinion that students with disabilities and special needs should have an opportunity to attend public schools. Opinion-related factors were identified and compared to results of previous studies. Eighty-one (90%) of the teachers expressed a need for changes in the public schools in order to meet the needs of students with disabilities and special needs. Their focus of interest for building their own competence was on knowledge and skills that could empower them as teachers, not on knowledge about the students' disabling impairments.