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ERIC Number: EJ1099989
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0827-3383
Primary School Teachers' Knowledge, Attitudes and Views on Barriers to Inclusion in Jordan
Amr, Muna; Al-Natour, Mayada; Al-Abdallat, Bassam; Alkhamra, Hatem
International Journal of Special Education, v31 n1 p67-77 2016
This study explores teachers' knowledge and attitudes toward the inclusion of students with special education needs (SEN) in mainstream schools in Jordan. It also examines the barriers the teachers perceived to hinder successful inclusions. The study sample consisted of 87 primary school teachers who responded to an open-ended questionnaire asking about their knowledge, experiences, attitudes and barriers toward inclusion. Teachers' responses were qualitatively analyzed with the guidance of the research questions. Findings showed that teachers do not have enough and appropriate knowledge about inclusion due to the lack of preparation they received in their teacher education programs. Teachers also have negative attitudes toward the inclusion of students with special needs (SEN) attributed to various barriers. These barriers included the negative attitudes of the students and schools staff toward students with special needs, underprepared school environment, unsuitable curriculum and evaluation modules and lack of family and society's support. The study concluded that without changing the infrastructure of the educational system where all necessary components to build inclusive education are accounted for, inclusion will remain an unrealistic idea.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Jordan
Grant or Contract Numbers: N/A