Attitudes of Teachers and Headteachers Towards Inclusion in Lebanon

Abstract

ecnJr3.liocaen1iucst1r.)u1n/1k0a4l0 63o46f -7I5n11c67l6u35s (iovne lEindeu)cation In the Arabic region, the drive towards inclusive practices in mainstream schools is at a relatively early stage, although, in Lebanon, the recent initiative of the National Inclusion Project (NIP), a project managed by a consortium of four organisations aimed at addressing the exclusion experienced by people with a disability, has the potential to promote rapid change in provision. This study explores the attitudes of teachers and headteachers towards people with a disability in mainstream primary schools in Lebanon, a middle-income Arab country. A mixed method approach was used to collect data. Forty teachers from mainstream schools within the Project completed questionnaires, and key headteachers as well as the consortium managers were interviewed. The sample was purposively selected in order to examine the attitudes of participants with previous experience of students with disabilities. In general, the findings indicate positive attitudes towards the inclusion of students in mainstream schools. However, participants expressed reservations about including all students, especially those with social, emotional and behavioural difficulties. Further challenges include limited training, availability of qualified specialist teachers and the high cost of supporting inclusion. These findings will inform future research, as more studies regarding the implementation of inclusive education in the Middle East are warranted.