Perceptions and Expectations of Palestinian Teachers towards Inclusive Education in Bethlehem District

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University of Almeria
Introduction. The study investigates about the reality of inclusive education in Palestine according to the opinion of teachers. It is presented in the legislative and social framework of education in Pal-estine and compares it with current knowledge on inclusive education, from which a series of essential elements for inclusive education can be derived. Teachers are a key to achieving inclusion of students with special educational needs in ordinary classroom; so it is critical to take into account their percep-tions of the challenges and realities of inclusion and their expectations. Method. The summary gathers the opinions of a representative sample of the teachers including stu-dents with special educational needs in ordinary classrooms in the Bethlehem sector. A descriptive methodology is used, and results attained by inference and correlations from respondents of a ques-tionnaire. The most important results are taken from the study variables in the areas in which difficul-ties occur such as: the students with disabilities, teachers, parents, administration, work environment (school), curriculum, classroom management, extracurricular activities, methods and teaching aids, awareness and attitudes. Results. As in the questionnaire, questions on the real and desirable state of inclusive education are posed and from the responses possible scenarios are identified in which there can be progress from a positive and common sense perspective. The results inform us that the Palestinian teacher is aware of the reality and difficulties in facing the challenge of inclusive education. There is strong criticism and at the same time awareness of some measures that should be taken to make it possible. Discussion and conclusion. The educational inclusion is still in its infancy in Palestine, but there is a hope framework. The teaching is critical to their reality shows and ways of action to move towards inclusion. To give and to take these measures is is essential to a System that finds itself taking its first steps towards inclusion and it also has the eagerness of conquering and building the future.
school integration , inclusive education , teachers’ attitudes , special educational needs , educational challenges