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Parent Input: Shaping Inclusive Education for Students with Disabilities

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Title: Parent Input: Shaping Inclusive Education for Students with Disabilities
Language: English
Authors: Sarah Benson (ORCID 0000-0002-5822-4942), Mayada Al-Natour, Marwa Hussein Diaa
Source: International Journal of Developmental Disabilities. 2024 70(6):1102-1111.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Parent Attitudes, Students with Disabilities, Inclusion, Public Schools, Barriers, Bullying, Social Isolation, Teacher Competencies, Foreign Countries, Geographic Regions
Geographic Terms: Jordan
DOI: 10.1080/20473869.2024.2381909
ISSN: 2047-3869
2047-3877
Abstract: Over the past 20 years, significant developments have occurred in Jordan to create more inclusive school settings. This is in part due to new national policies such as 2017 Public Law no. 20, Rights of Persons with Disabilities, and partly a result of international organizations' support and funding. The collective efforts are dismantling historical attitudes and beliefs about disability, yet often, intellectual disabilities remain marginalised in schools and communities. The current study explores the perceptions of parents whose children are attending inclusive public schools. Data was collected through focus groups in three districts representing central, northern and southern Jordan as a part of a needs assessment for broader inclusion work in these districts. Past research reveals that parents in Jordan are often divided on their support of inclusive education, and the survey research results do not clearly explain this division. The data indicates that parents welcome the idea of their children attending inclusive schools while expressing concerns about bullying and isolation at the hands of the other students. This is compounded by a worry that teachers lack sufficient experience supporting students with disabilities. These findings align with international research with parents of youth with disabilities and have significance within Jordan, where inclusion continues to be at the forefront of the educational agenda. The implications for this research indicate that while inclusive education is more prominent and disability is more widely discussed, there are still traditional challenges to enactment.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1449478
Database: ERIC
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  Data: Parent Input: Shaping Inclusive Education for Students with Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Sarah+Benson%22">Sarah Benson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5822-4942">0000-0002-5822-4942</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mayada+Al-Natour%22">Mayada Al-Natour</searchLink><br /><searchLink fieldCode="AR" term="%22Marwa+Hussein+Diaa%22">Marwa Hussein Diaa</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Developmental+Disabilities%22"><i>International Journal of Developmental Disabilities</i></searchLink>. 2024 70(6):1102-1111.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Isolation%22">Social Isolation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Regions%22">Geographic Regions</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Jordan%22">Jordan</searchLink>
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  Data: 10.1080/20473869.2024.2381909
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  Data: 2047-3869<br />2047-3877
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  Data: Over the past 20 years, significant developments have occurred in Jordan to create more inclusive school settings. This is in part due to new national policies such as 2017 Public Law no. 20, Rights of Persons with Disabilities, and partly a result of international organizations' support and funding. The collective efforts are dismantling historical attitudes and beliefs about disability, yet often, intellectual disabilities remain marginalised in schools and communities. The current study explores the perceptions of parents whose children are attending inclusive public schools. Data was collected through focus groups in three districts representing central, northern and southern Jordan as a part of a needs assessment for broader inclusion work in these districts. Past research reveals that parents in Jordan are often divided on their support of inclusive education, and the survey research results do not clearly explain this division. The data indicates that parents welcome the idea of their children attending inclusive schools while expressing concerns about bullying and isolation at the hands of the other students. This is compounded by a worry that teachers lack sufficient experience supporting students with disabilities. These findings align with international research with parents of youth with disabilities and have significance within Jordan, where inclusion continues to be at the forefront of the educational agenda. The implications for this research indicate that while inclusive education is more prominent and disability is more widely discussed, there are still traditional challenges to enactment.
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  Data: 2024
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/20473869.2024.2381909
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 1102
    Subjects:
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Social Isolation
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Geographic Regions
        Type: general
      – SubjectFull: Jordan
        Type: general
    Titles:
      – TitleFull: Parent Input: Shaping Inclusive Education for Students with Disabilities
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Sarah Benson
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            NameFull: Mayada Al-Natour
      – PersonEntity:
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            NameFull: Marwa Hussein Diaa
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            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 2047-3869
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              Value: 2047-3877
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              Value: 70
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              Value: 6
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            – TitleFull: International Journal of Developmental Disabilities
              Type: main
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