Inclusion, disability and culture /:
This book examines some theoretical and empirical aspects about complexities of inclusion, disability and culture. It challenges the globalized technical and reductionist approach of inclusion and argues that concepts of disability and inclusion are culturally constructed. Disability and inclusion a...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
SensePublishers,
[2015]
|
| Schriftenreihe: | Studies in inclusive education (Sense Publishers) ;
volume 28. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This book examines some theoretical and empirical aspects about complexities of inclusion, disability and culture. It challenges the globalized technical and reductionist approach of inclusion and argues that concepts of disability and inclusion are culturally constructed. Disability and inclusion are concepts which do not define a global agenda, in the sense that one size fits all. Rather they should be seen as being completely context dependent and that they should be deconstructed with respect to specific cultural contexts, with respects to society, ethics, religion and history. The main argument of the book is that many cultural backgrounds, including Egyptians, have their own long-standing beliefs and practices which do not define or address disability in the same way as western culture. Such cultural differences in understanding disability may lead to different understandings, conceptualizations and practices of inclusion. The book articulates disability and inclusion within a socio-ethical-religious discourse based on the Islamic underpinnings of equality and differences. This discourse enhances and supports the calls for considering inclusion and disability within a cultural model that takes into account the common values about disability in any given context which consequently will affect the way educational provision is provided in that context. Finally, the book challenges the ℓ́ℓpsychologicalℓ́ℓ concept of ℓ́ℓattitudeℓ́ℓ that has been represented in the literature simply as a matter of acceptance or rejection. Inclusion, Disability and Culture shows that ℓ́ℓattitudeℓ́ℓ is a complex and context-dependent issue that canℓ́ℓt be understood in isolation from the wider context within which such responses were created. Specifically, the role of the social views about disability, religious values, school cultures, educational system and structural and organizational constraints canℓ́ℓt be underestimated in understanding teachersℓ́ℓ attitudes towards a complex issue like inclusion. |
| Beschreibung: | 1 online resource. |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9789462099234 9462099235 |
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| 490 | 1 | |a Studies in inclusive education ; |v volume 28 | |
| 504 | |a Includes bibliographical references. | ||
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| 505 | 0 | |a TABLE OF CONTENTS; CHAPTER 1: RELIGION AND DISABILITY: Cultural Reflections; INTRODUCTION; ISLAM AND DISABILITY; ONTOLOGY OF DISABILITY: PHILOSOPHICAL ISSUES; PERFECTION FROM THE ISLAMIC PERSPECTIVE; REFLECTIONS ON THE EGYPTIAN CONTEXT; EDUCATIONAL SYSTEM IN EGYPT; The Secular System; Al-Azhar System; HISTORICAL INSIGHTS INTO SEN/DISABILITY IN EGYPT; THE DEVELOPMENT OF EDUCATIONAL PROVISION FOR CHILDREN WITH SEN IN EGYPT; CURRENT POLICY AND STRUCTURE OF SPECIAL EDUCATION IN EGYPT; Definition and Classification of Special Education Needs. | |
| 505 | 8 | |a Structure of the Special Education SystemSchools for the Visually Impaired; Schools for the Hearing Impaired; Schools for the Intellectually Disabled; Ongoing Programs to Achieve Inclusion; The National Strategic Plan for Special Education Reform in Egypt; ORGANIZATION OF THE BOOK; NOTES; CHAPTER 2: PERSPECTIVES ON DISABILITY AND INCLUSION; INTRODUCTION; SPECIAL EDUCATIONAL NEEDS AND DISABILITY; Definitional Issues; Theoretical Conceptualizations of Special Educational Needs; The Medical Model. | |
| 505 | 8 | |a Interactional Approach of SEN and DisabilityINCLUSIVE EDUCATION: MOVES FROM SEGREGATION TO INTEGRATION/INCLUSION; The Meaning of Inclusion; The Differences between Integration and Inclusion; Inclusion Process: Inclusion within a Continuum of Provision; Rationale for Inclusion; The Social-Ethical Rational; The Legal-Legislative Rationale; The Psychological-Educational Rationale; Challenges to Inclusive Education: Moving towards Successful Inclusion; BARRIERS TO INCLUSION; Barriers Related to Teachers; Institutional Barriers. | |
| 505 | 8 | |a Social BarriersINCLUSIVE EDUCATION AND CHANGE; CHAPTER 3: TEACHERS� ATTITUDES TOWARDS INCLUSION: Theoretical and Empirical Issues; INTRODUCTION; DEFINITION OF ATTITUDES; MODELS OF ATTITUDES; The Single Component Model of Attitudes; The Three-Component Model of Attitudes; RELATIONSHIP BETWEEN ATTITUDES AND BEHAVIOR; ATTITUDES MEASUREMENT; OVERVIEW OF STUDIES OF TEACHERS� ATTITUDES TOWARDS INTEGRATION/INCLUSION; FACTORS ASSOCIATED WITH TEACHERS� ATTITUDES; Child-Related Variables; Teacher-Related Variables; Gender. | |
| 505 | 8 | |a Professional DevelopmentAge and Years of Teaching Experience; Experience with People with Special Needs; Teachers� Beliefs and Knowledge; School-Related Variables; REFLECTIONS AND CONCLUSIONS; CHAPTER 4: METHODOLOGY AND DESIGN OF THE STUDY; INTRODUCTION; INTRODUCING THE RESEARCH PARADIGMS; The Interpretive Paradigm (Ontology, Epistemology, and Methodology); Justifying the Research Paradigm Followed in the Current Study; RESEARCH DESIGN; Phase One: Questionnaire; Construction of the Questionnaire; Part 1: Background Information. | |
| 520 | |a This book examines some theoretical and empirical aspects about complexities of inclusion, disability and culture. It challenges the globalized technical and reductionist approach of inclusion and argues that concepts of disability and inclusion are culturally constructed. Disability and inclusion are concepts which do not define a global agenda, in the sense that one size fits all. Rather they should be seen as being completely context dependent and that they should be deconstructed with respect to specific cultural contexts, with respects to society, ethics, religion and history. The main argument of the book is that many cultural backgrounds, including Egyptians, have their own long-standing beliefs and practices which do not define or address disability in the same way as western culture. Such cultural differences in understanding disability may lead to different understandings, conceptualizations and practices of inclusion. The book articulates disability and inclusion within a socio-ethical-religious discourse based on the Islamic underpinnings of equality and differences. This discourse enhances and supports the calls for considering inclusion and disability within a cultural model that takes into account the common values about disability in any given context which consequently will affect the way educational provision is provided in that context. Finally, the book challenges the ℓ́ℓpsychologicalℓ́ℓ concept of ℓ́ℓattitudeℓ́ℓ that has been represented in the literature simply as a matter of acceptance or rejection. Inclusion, Disability and Culture shows that ℓ́ℓattitudeℓ́ℓ is a complex and context-dependent issue that canℓ́ℓt be understood in isolation from the wider context within which such responses were created. Specifically, the role of the social views about disability, religious values, school cultures, educational system and structural and organizational constraints canℓ́ℓt be underestimated in understanding teachersℓ́ℓ attitudes towards a complex issue like inclusion. | ||
| 650 | 0 | |a Children with disabilities |x Education. |0 http://id.loc.gov/authorities/subjects/sh85058692 | |
| 650 | 0 | |a Inclusive education. |0 http://id.loc.gov/authorities/subjects/sh96009825 | |
| 650 | 0 | |a Mainstreaming in education. |0 http://id.loc.gov/authorities/subjects/sh85079929 | |
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| contents | TABLE OF CONTENTS; CHAPTER 1: RELIGION AND DISABILITY: Cultural Reflections; INTRODUCTION; ISLAM AND DISABILITY; ONTOLOGY OF DISABILITY: PHILOSOPHICAL ISSUES; PERFECTION FROM THE ISLAMIC PERSPECTIVE; REFLECTIONS ON THE EGYPTIAN CONTEXT; EDUCATIONAL SYSTEM IN EGYPT; The Secular System; Al-Azhar System; HISTORICAL INSIGHTS INTO SEN/DISABILITY IN EGYPT; THE DEVELOPMENT OF EDUCATIONAL PROVISION FOR CHILDREN WITH SEN IN EGYPT; CURRENT POLICY AND STRUCTURE OF SPECIAL EDUCATION IN EGYPT; Definition and Classification of Special Education Needs. Structure of the Special Education SystemSchools for the Visually Impaired; Schools for the Hearing Impaired; Schools for the Intellectually Disabled; Ongoing Programs to Achieve Inclusion; The National Strategic Plan for Special Education Reform in Egypt; ORGANIZATION OF THE BOOK; NOTES; CHAPTER 2: PERSPECTIVES ON DISABILITY AND INCLUSION; INTRODUCTION; SPECIAL EDUCATIONAL NEEDS AND DISABILITY; Definitional Issues; Theoretical Conceptualizations of Special Educational Needs; The Medical Model. Interactional Approach of SEN and DisabilityINCLUSIVE EDUCATION: MOVES FROM SEGREGATION TO INTEGRATION/INCLUSION; The Meaning of Inclusion; The Differences between Integration and Inclusion; Inclusion Process: Inclusion within a Continuum of Provision; Rationale for Inclusion; The Social-Ethical Rational; The Legal-Legislative Rationale; The Psychological-Educational Rationale; Challenges to Inclusive Education: Moving towards Successful Inclusion; BARRIERS TO INCLUSION; Barriers Related to Teachers; Institutional Barriers. Social BarriersINCLUSIVE EDUCATION AND CHANGE; CHAPTER 3: TEACHERS� ATTITUDES TOWARDS INCLUSION: Theoretical and Empirical Issues; INTRODUCTION; DEFINITION OF ATTITUDES; MODELS OF ATTITUDES; The Single Component Model of Attitudes; The Three-Component Model of Attitudes; RELATIONSHIP BETWEEN ATTITUDES AND BEHAVIOR; ATTITUDES MEASUREMENT; OVERVIEW OF STUDIES OF TEACHERS� ATTITUDES TOWARDS INTEGRATION/INCLUSION; FACTORS ASSOCIATED WITH TEACHERS� ATTITUDES; Child-Related Variables; Teacher-Related Variables; Gender. Professional DevelopmentAge and Years of Teaching Experience; Experience with People with Special Needs; Teachers� Beliefs and Knowledge; School-Related Variables; REFLECTIONS AND CONCLUSIONS; CHAPTER 4: METHODOLOGY AND DESIGN OF THE STUDY; INTRODUCTION; INTRODUCING THE RESEARCH PARADIGMS; The Interpretive Paradigm (Ontology, Epistemology, and Methodology); Justifying the Research Paradigm Followed in the Current Study; RESEARCH DESIGN; Phase One: Questionnaire; Construction of the Questionnaire; Part 1: Background Information. |
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record.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">TABLE OF CONTENTS; CHAPTER 1: RELIGION AND DISABILITY: Cultural Reflections; INTRODUCTION; ISLAM AND DISABILITY; ONTOLOGY OF DISABILITY: PHILOSOPHICAL ISSUES; PERFECTION FROM THE ISLAMIC PERSPECTIVE; REFLECTIONS ON THE EGYPTIAN CONTEXT; EDUCATIONAL SYSTEM IN EGYPT; The Secular System; Al-Azhar System; HISTORICAL INSIGHTS INTO SEN/DISABILITY IN EGYPT; THE DEVELOPMENT OF EDUCATIONAL PROVISION FOR CHILDREN WITH SEN IN EGYPT; CURRENT POLICY AND STRUCTURE OF SPECIAL EDUCATION IN EGYPT; Definition and Classification of Special Education Needs.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Structure of the Special Education SystemSchools for the Visually Impaired; Schools for the Hearing Impaired; Schools for the Intellectually Disabled; Ongoing Programs to Achieve Inclusion; The National Strategic Plan for Special Education Reform in Egypt; ORGANIZATION OF THE BOOK; NOTES; CHAPTER 2: PERSPECTIVES ON DISABILITY AND INCLUSION; INTRODUCTION; SPECIAL EDUCATIONAL NEEDS AND DISABILITY; Definitional Issues; Theoretical Conceptualizations of Special Educational Needs; The Medical Model.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Interactional Approach of SEN and DisabilityINCLUSIVE EDUCATION: MOVES FROM SEGREGATION TO INTEGRATION/INCLUSION; The Meaning of Inclusion; The Differences between Integration and Inclusion; Inclusion Process: Inclusion within a Continuum of Provision; Rationale for Inclusion; The Social-Ethical Rational; The Legal-Legislative Rationale; The Psychological-Educational Rationale; Challenges to Inclusive Education: Moving towards Successful Inclusion; BARRIERS TO INCLUSION; Barriers Related to Teachers; Institutional Barriers.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Social BarriersINCLUSIVE EDUCATION AND CHANGE; CHAPTER 3: TEACHERSâ€? ATTITUDES TOWARDS INCLUSION: Theoretical and Empirical Issues; INTRODUCTION; DEFINITION OF ATTITUDES; MODELS OF ATTITUDES; The Single Component Model of Attitudes; The Three-Component Model of Attitudes; RELATIONSHIP BETWEEN ATTITUDES AND BEHAVIOR; ATTITUDES MEASUREMENT; OVERVIEW OF STUDIES OF TEACHERSâ€? ATTITUDES TOWARDS INTEGRATION/INCLUSION; FACTORS ASSOCIATED WITH TEACHERSâ€? ATTITUDES; Child-Related Variables; Teacher-Related Variables; Gender.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Professional DevelopmentAge and Years of Teaching Experience; Experience with People with Special Needs; Teachersâ€? Beliefs and Knowledge; School-Related Variables; REFLECTIONS AND CONCLUSIONS; CHAPTER 4: METHODOLOGY AND DESIGN OF THE STUDY; INTRODUCTION; INTRODUCING THE RESEARCH PARADIGMS; The Interpretive Paradigm (Ontology, Epistemology, and Methodology); Justifying the Research Paradigm Followed in the Current Study; RESEARCH DESIGN; Phase One: Questionnaire; Construction of the Questionnaire; Part 1: Background Information.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This book examines some theoretical and empirical aspects about complexities of inclusion, disability and culture. It challenges the globalized technical and reductionist approach of inclusion and argues that concepts of disability and inclusion are culturally constructed. Disability and inclusion are concepts which do not define a global agenda, in the sense that one size fits all. Rather they should be seen as being completely context dependent and that they should be deconstructed with respect to specific cultural contexts, with respects to society, ethics, religion and history. The main argument of the book is that many cultural backgrounds, including Egyptians, have their own long-standing beliefs and practices which do not define or address disability in the same way as western culture. Such cultural differences in understanding disability may lead to different understandings, conceptualizations and practices of inclusion. The book articulates disability and inclusion within a socio-ethical-religious discourse based on the Islamic underpinnings of equality and differences. This discourse enhances and supports the calls for considering inclusion and disability within a cultural model that takes into account the common values about disability in any given context which consequently will affect the way educational provision is provided in that context. Finally, the book challenges the ℓ́ℓpsychologicalℓ́ℓ concept of ℓ́ℓattitudeℓ́ℓ that has been represented in the literature simply as a matter of acceptance or rejection. Inclusion, Disability and Culture shows that ℓ́ℓattitudeℓ́ℓ is a complex and context-dependent issue that canℓ́ℓt be understood in isolation from the wider context within which such responses were created. 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| id | ZDB-4-EBA-ocn900864480 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:26Z |
| institution | BVB |
| isbn | 9789462099234 9462099235 |
| language | English |
| oclc_num | 900864480 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource. |
| psigel | ZDB-4-EBA |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | SensePublishers, |
| record_format | marc |
| series | Studies in inclusive education (Sense Publishers) ; |
| series2 | Studies in inclusive education ; |
| spelling | Hassanein, Elsayed Elshabrawy Ahmad, author. Inclusion, disability and culture / Elsayed Elshabrawy Ahmad Hassanein, Al-Azhar University, Cairo, Egypt. Rotterdam : SensePublishers, [2015] ©2015 1 online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier text file Studies in inclusive education ; volume 28 Includes bibliographical references. Print version record. TABLE OF CONTENTS; CHAPTER 1: RELIGION AND DISABILITY: Cultural Reflections; INTRODUCTION; ISLAM AND DISABILITY; ONTOLOGY OF DISABILITY: PHILOSOPHICAL ISSUES; PERFECTION FROM THE ISLAMIC PERSPECTIVE; REFLECTIONS ON THE EGYPTIAN CONTEXT; EDUCATIONAL SYSTEM IN EGYPT; The Secular System; Al-Azhar System; HISTORICAL INSIGHTS INTO SEN/DISABILITY IN EGYPT; THE DEVELOPMENT OF EDUCATIONAL PROVISION FOR CHILDREN WITH SEN IN EGYPT; CURRENT POLICY AND STRUCTURE OF SPECIAL EDUCATION IN EGYPT; Definition and Classification of Special Education Needs. Structure of the Special Education SystemSchools for the Visually Impaired; Schools for the Hearing Impaired; Schools for the Intellectually Disabled; Ongoing Programs to Achieve Inclusion; The National Strategic Plan for Special Education Reform in Egypt; ORGANIZATION OF THE BOOK; NOTES; CHAPTER 2: PERSPECTIVES ON DISABILITY AND INCLUSION; INTRODUCTION; SPECIAL EDUCATIONAL NEEDS AND DISABILITY; Definitional Issues; Theoretical Conceptualizations of Special Educational Needs; The Medical Model. Interactional Approach of SEN and DisabilityINCLUSIVE EDUCATION: MOVES FROM SEGREGATION TO INTEGRATION/INCLUSION; The Meaning of Inclusion; The Differences between Integration and Inclusion; Inclusion Process: Inclusion within a Continuum of Provision; Rationale for Inclusion; The Social-Ethical Rational; The Legal-Legislative Rationale; The Psychological-Educational Rationale; Challenges to Inclusive Education: Moving towards Successful Inclusion; BARRIERS TO INCLUSION; Barriers Related to Teachers; Institutional Barriers. Social BarriersINCLUSIVE EDUCATION AND CHANGE; CHAPTER 3: TEACHERSâ€? ATTITUDES TOWARDS INCLUSION: Theoretical and Empirical Issues; INTRODUCTION; DEFINITION OF ATTITUDES; MODELS OF ATTITUDES; The Single Component Model of Attitudes; The Three-Component Model of Attitudes; RELATIONSHIP BETWEEN ATTITUDES AND BEHAVIOR; ATTITUDES MEASUREMENT; OVERVIEW OF STUDIES OF TEACHERSâ€? ATTITUDES TOWARDS INTEGRATION/INCLUSION; FACTORS ASSOCIATED WITH TEACHERSâ€? ATTITUDES; Child-Related Variables; Teacher-Related Variables; Gender. Professional DevelopmentAge and Years of Teaching Experience; Experience with People with Special Needs; Teachersâ€? Beliefs and Knowledge; School-Related Variables; REFLECTIONS AND CONCLUSIONS; CHAPTER 4: METHODOLOGY AND DESIGN OF THE STUDY; INTRODUCTION; INTRODUCING THE RESEARCH PARADIGMS; The Interpretive Paradigm (Ontology, Epistemology, and Methodology); Justifying the Research Paradigm Followed in the Current Study; RESEARCH DESIGN; Phase One: Questionnaire; Construction of the Questionnaire; Part 1: Background Information. This book examines some theoretical and empirical aspects about complexities of inclusion, disability and culture. It challenges the globalized technical and reductionist approach of inclusion and argues that concepts of disability and inclusion are culturally constructed. Disability and inclusion are concepts which do not define a global agenda, in the sense that one size fits all. Rather they should be seen as being completely context dependent and that they should be deconstructed with respect to specific cultural contexts, with respects to society, ethics, religion and history. The main argument of the book is that many cultural backgrounds, including Egyptians, have their own long-standing beliefs and practices which do not define or address disability in the same way as western culture. Such cultural differences in understanding disability may lead to different understandings, conceptualizations and practices of inclusion. The book articulates disability and inclusion within a socio-ethical-religious discourse based on the Islamic underpinnings of equality and differences. This discourse enhances and supports the calls for considering inclusion and disability within a cultural model that takes into account the common values about disability in any given context which consequently will affect the way educational provision is provided in that context. Finally, the book challenges the ℓ́ℓpsychologicalℓ́ℓ concept of ℓ́ℓattitudeℓ́ℓ that has been represented in the literature simply as a matter of acceptance or rejection. Inclusion, Disability and Culture shows that ℓ́ℓattitudeℓ́ℓ is a complex and context-dependent issue that canℓ́ℓt be understood in isolation from the wider context within which such responses were created. Specifically, the role of the social views about disability, religious values, school cultures, educational system and structural and organizational constraints canℓ́ℓt be underestimated in understanding teachersℓ́ℓ attitudes towards a complex issue like inclusion. Children with disabilities Education. http://id.loc.gov/authorities/subjects/sh85058692 Inclusive education. http://id.loc.gov/authorities/subjects/sh96009825 Mainstreaming in education. http://id.loc.gov/authorities/subjects/sh85079929 Enfants handicapés Éducation. Intégration scolaire. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Children with disabilities Education fast Inclusive education fast Mainstreaming in education fast onderwijs education Education (General) Onderwijs (algemeen) Springer eBooks Print version: Hassanein, Elsayed Elshabrawy Ahmad. Inclusion, disability and culture 9789462099210 (OCoLC)902869774 Studies in inclusive education (Sense Publishers) ; volume 28. http://id.loc.gov/authorities/names/no2010111016 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=943477 Volltext |
| spellingShingle | Hassanein, Elsayed Elshabrawy Ahmad Inclusion, disability and culture / Studies in inclusive education (Sense Publishers) ; TABLE OF CONTENTS; CHAPTER 1: RELIGION AND DISABILITY: Cultural Reflections; INTRODUCTION; ISLAM AND DISABILITY; ONTOLOGY OF DISABILITY: PHILOSOPHICAL ISSUES; PERFECTION FROM THE ISLAMIC PERSPECTIVE; REFLECTIONS ON THE EGYPTIAN CONTEXT; EDUCATIONAL SYSTEM IN EGYPT; The Secular System; Al-Azhar System; HISTORICAL INSIGHTS INTO SEN/DISABILITY IN EGYPT; THE DEVELOPMENT OF EDUCATIONAL PROVISION FOR CHILDREN WITH SEN IN EGYPT; CURRENT POLICY AND STRUCTURE OF SPECIAL EDUCATION IN EGYPT; Definition and Classification of Special Education Needs. Structure of the Special Education SystemSchools for the Visually Impaired; Schools for the Hearing Impaired; Schools for the Intellectually Disabled; Ongoing Programs to Achieve Inclusion; The National Strategic Plan for Special Education Reform in Egypt; ORGANIZATION OF THE BOOK; NOTES; CHAPTER 2: PERSPECTIVES ON DISABILITY AND INCLUSION; INTRODUCTION; SPECIAL EDUCATIONAL NEEDS AND DISABILITY; Definitional Issues; Theoretical Conceptualizations of Special Educational Needs; The Medical Model. Interactional Approach of SEN and DisabilityINCLUSIVE EDUCATION: MOVES FROM SEGREGATION TO INTEGRATION/INCLUSION; The Meaning of Inclusion; The Differences between Integration and Inclusion; Inclusion Process: Inclusion within a Continuum of Provision; Rationale for Inclusion; The Social-Ethical Rational; The Legal-Legislative Rationale; The Psychological-Educational Rationale; Challenges to Inclusive Education: Moving towards Successful Inclusion; BARRIERS TO INCLUSION; Barriers Related to Teachers; Institutional Barriers. Social BarriersINCLUSIVE EDUCATION AND CHANGE; CHAPTER 3: TEACHERSâ€? ATTITUDES TOWARDS INCLUSION: Theoretical and Empirical Issues; INTRODUCTION; DEFINITION OF ATTITUDES; MODELS OF ATTITUDES; The Single Component Model of Attitudes; The Three-Component Model of Attitudes; RELATIONSHIP BETWEEN ATTITUDES AND BEHAVIOR; ATTITUDES MEASUREMENT; OVERVIEW OF STUDIES OF TEACHERSâ€? ATTITUDES TOWARDS INTEGRATION/INCLUSION; FACTORS ASSOCIATED WITH TEACHERSâ€? ATTITUDES; Child-Related Variables; Teacher-Related Variables; Gender. Professional DevelopmentAge and Years of Teaching Experience; Experience with People with Special Needs; Teachersâ€? Beliefs and Knowledge; School-Related Variables; REFLECTIONS AND CONCLUSIONS; CHAPTER 4: METHODOLOGY AND DESIGN OF THE STUDY; INTRODUCTION; INTRODUCING THE RESEARCH PARADIGMS; The Interpretive Paradigm (Ontology, Epistemology, and Methodology); Justifying the Research Paradigm Followed in the Current Study; RESEARCH DESIGN; Phase One: Questionnaire; Construction of the Questionnaire; Part 1: Background Information. Children with disabilities Education. http://id.loc.gov/authorities/subjects/sh85058692 Inclusive education. http://id.loc.gov/authorities/subjects/sh96009825 Mainstreaming in education. http://id.loc.gov/authorities/subjects/sh85079929 Enfants handicapés Éducation. Intégration scolaire. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Children with disabilities Education fast Inclusive education fast Mainstreaming in education fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85058692 http://id.loc.gov/authorities/subjects/sh96009825 http://id.loc.gov/authorities/subjects/sh85079929 |
| title | Inclusion, disability and culture / |
| title_auth | Inclusion, disability and culture / |
| title_exact_search | Inclusion, disability and culture / |
| title_full | Inclusion, disability and culture / Elsayed Elshabrawy Ahmad Hassanein, Al-Azhar University, Cairo, Egypt. |
| title_fullStr | Inclusion, disability and culture / Elsayed Elshabrawy Ahmad Hassanein, Al-Azhar University, Cairo, Egypt. |
| title_full_unstemmed | Inclusion, disability and culture / Elsayed Elshabrawy Ahmad Hassanein, Al-Azhar University, Cairo, Egypt. |
| title_short | Inclusion, disability and culture / |
| title_sort | inclusion disability and culture |
| topic | Children with disabilities Education. http://id.loc.gov/authorities/subjects/sh85058692 Inclusive education. http://id.loc.gov/authorities/subjects/sh96009825 Mainstreaming in education. http://id.loc.gov/authorities/subjects/sh85079929 Enfants handicapés Éducation. Intégration scolaire. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Children with disabilities Education fast Inclusive education fast Mainstreaming in education fast |
| topic_facet | Children with disabilities Education. Inclusive education. Mainstreaming in education. Enfants handicapés Éducation. Intégration scolaire. EDUCATION Administration General. EDUCATION Organizations & Institutions. Children with disabilities Education Inclusive education Mainstreaming in education |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=943477 |
| work_keys_str_mv | AT hassaneinelsayedelshabrawyahmad inclusiondisabilityandculture |