Exploring school leaders' and parents' attitudes toward implementing an organizational system for academic diversity and inclusion in international schools in Egypt.
Egypt has recently undergone significant educational reforms, granting children with disabilities the right to inclusive education and well-being as stipulated in the Arab Republic of Egypt's Constitution and Ministerial Degrees. This qualitative study aimed to capture the current situation of inclu...
| Publicado en: | International Journal of Developmental Disabilities Vol. 70; no. 6; pp. 998 - 1010 |
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| Formato: | research tables/charts Journal Article |
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Taylor & Francis Ltd
Nov2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180889712&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180889712 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Nov2024 vid: 70 iid: 6 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 180889712 177940795 180889712 180889712 10.1080/20473869.2024.2364130 180889712 ppf: 998 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Exploring school leaders' and parents' attitudes toward implementing an organizational system for academic diversity and inclusion in international schools in Egypt. aug: au: Elzalabany, Soha R. affil: Educational Studies Department, American University in Cairo, Cairo, Egypt sug: subj: Schools Organizations International Relations Organizations Parents Psychosocial Factors Leaders Psychosocial Factors Program Implementation Psychosocial Factors Organizational Culture Diversity, Equity, Inclusion Human Egypt Qualitative Studies Intellectual Disability In Infancy and Childhood Children with Disabilities Education Semi-Structured Interview Ecological Research Child Child: 6-12 years ab: Egypt has recently undergone significant educational reforms, granting children with disabilities the right to inclusive education and well-being as stipulated in the Arab Republic of Egypt's Constitution and Ministerial Degrees. This qualitative study aimed to capture the current situation of inclusion in Egypt's educational landscape and gather insights from school leaders (n = 2) and parents (n = 4) regarding the services provided to children with intellectual disabilities (ID) in two international schools in Egypt. Through semi-structured interviews, this study aimed to assess recent changes and efforts made in education reform to support inclusive practices for ID in international schools in Egypt. The study employed ecological systems theory (EST) to incorporate the framework into the thematic analysis of qualitative data, categorizing the school leaders' and parents' responses into four societal layers. The results revealed several challenges facing ID in Egypt, including inclusive leadership, teachers' qualifications, support systems, and a sense of solidarity. The findings suggest that tailored interventions should be implemented to improve the educational outcomes of children with disabilities in inclusive settings. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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