The Integration of Children with Disabilities in Libyan Schools: Perspectives of Parents, Teachers, and School Principals

Autor/in	Abulhul, Zeinab S.
Titel	The Integration of Children with Disabilities in Libyan Schools: Perspectives of Parents, Teachers, and School Principals
Quelle	(2022), (293 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Widener University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-5151-1
Schlagwörter	Hochschulschrift; Dissertation; Inclusion; Students with Disabilities; Mainstreaming; Attitudes toward Disabilities; Principals; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Foreign Countries; Access to Education; Public Schools; Social Work; Consciousness Raising; Caseworkers; Libya + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Principal; Schulleiter; Elternverhalten; Lehrerverhalten; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Public school; Öffentliche Schule; Soziale Arbeit; Bewusstseinsbildung; Libyen
Abstract	Many countries worldwide have adopted inclusive education programs into their educational systems to abide by the Convention on the Rights of Persons with Disabilities in 2006. This ensures that all people, including children with disabilities, should have the right to access education services as experienced by their peers who are non-disabled. Although many international studies have shown the positive impact of integrating children with disabilities into mainstream schools, the idea of integrating children with disabilities into public schools in practice has encountered widespread debate among Libyan parents. There is a gap in understanding the reasons for the challenges of integrating children with disabilities into mainstream schools in Libya. Therefore, to address this lack of understanding, it is important to know the Libyan's perceptions toward integrating disabled children into mainstream schools. This study aims to understand factors associated with attitudes toward the integration of children with disabilities into mainstream schools. This study used a quantitative survey method to survey 222 participants' attitudes toward mainstreaming children with disabilities. The framework was social cognitive theory and constructionism theory that provides a lens on current attitudes towards children with disabilities. The results of this study provide insight for Libyan social workers in the Educational Department and Social Security Department Fund on how to raise awareness among Libyan parents about the importance of children with disabilities' educational rights. This study will enrich the knowledge in scholarly fields and may encourage other researchers across the country to replicate the study in other municipalities in Libya and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01