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https://doi.org/10.18502/gespr.v3i2.12617
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Noha Abbas
Noha Abbas
International and Comparative Education, Faculty of Education, Ain Shams University, Cairo, Egypt
Published Date
- Jan 16, 2023
Inclusive Education for Exceptional Children in Egypt and the US: Reforming Egyptian Inclusive Education System in Post-pandemic World
Abstract
Inclusive education means that exceptional children (EC) can fully participate in the learning process alongside their typically developing peers, supported by reasonable accommodations and teaching strategies that are tailored to meet their individual needs. The main goal of inclusion policies for EC is to provide high-quality education for all without discrimination and to ensure the implementation of equal opportunity principles. The primary purpose of this study is to explore the reality of inclusive education systems in Egypt and the United States (US) and to develop a better understanding of similarities and differences and thus identify the lessons learned. The study applied a comparative analysis method. Research findings revealed that the progress towards inclusion practices in Egyptian inclusive public schools is minimal and hindered by many challenges. Among them are lacking financial resources and a shortage of qualified teachers trained to differentiate curricula for EC. Based on the research findings, the study concludes with recommendations to improve the Egyptian inclusive education for EC.
Keywords:
Inclusive education, Exceptional children, Individual educational plan (IEP)
References
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[63] Zaalouk, M. (2005). The pedagogy of empowerment: Community schools as a social movement in Egypt, Cairo (pp. 32, 34). American University in Cairo Press.
[2] Anwari, I., Yamada, S., Unno, M., Saito, T., Suwarna, I. R., Mutakinati, L., & Kumano, Y. (2015). Implementation of authentic learning and assessment through STEM education approach to improve students’ metacognitive skills. K-12- STEM Education, 1(3), 123–136.
[3] Author. (2020). Development of inclusive education system for exceptional children at pre-university education in Egypt in light of the experiences of other foreign countries [Doctoral dissertation]. Faculty of Education, Ain Shams University.
[4] Bray, M., & Thomas, R. M. (1995). Levels of comparison in educational studies: Different insights from different literatures and the value of multilevel analyses. Harvard Education Review, 65(3), 472–490.
[5] CCSSO. (2007). Key elements for educational accountability models [A paper commissioned by the Council of Chief State School Officers Accountability Systems and Reporting State Collaborative]. Washington, DC: CCSSO.
[6] The Central Agency for Public Mobilization and Statistics (CAPMAS). (2017). Egypt census 2017. https://censusinfo.capmas.gov.eg/Metadata-env4.2/ index.php/catalog/405
[7] Congressional Research Service (CRS). (2019). The Individuals with Disabilities Education Act (IDEA) Funding Report: A Primer. USA: Congressional Research Service.
[8] Dattke, J. (2014). A Montessori model for inclusion. The NAMTA Journal, 39(3).
[9] Dell’Erba, M. (2019). Policy considerations for STEAM education [Policy brief]. USA: ARTS Education Partnership.
[10] Dryfoos, J. (1998). Full-service schools: A revolution in health and social services for children, youth and families. San Francisco: Jossey-Bass.
[11] Egyptian Parliament. (2019). Demands to abolish educational inclusion expose the problems of students with disabilities, November 5th 2018. http://www.parliament.gov.eg
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[15] Gargiulo, R. (2015). Special education in contemporary society: An introduction to exceptionality. USA, California: SAGE Publication.
[16] Gess, A. H. (2017). STEAM education: Separating fact from fiction. Technology and Engineering Teacher, 7(3), 39–41.
[17] Ghanem, T. (2017). STEM Education and its application at the global and local levels. Review of the National Center for Educational and Developmental Research, in Arabic, 1–29
[18] Handicap International. (2016). Inclusion of students with disabilities in primary education in public schools: Assessment report, handicap international and IRCKHF. https://www.humanitarianresponse.info/en/operations/occupiedpalestinian- territory/assessment/handicap-international-inclusion-students.
[19] Hassanein, E., Adawi, T. R., Johnson, E. (2021). Barriers to including children with disabilities in Egyptian schools. Journal of International Special Needs Education, 24(1), 25–35
[20] Henriksen, D. (2017). Creating STEAM with design thinking: Beyond STEM and arts integration. The STEAM Journal, 3(1), 11.
[21] Hussein, A. (2019). Assessing community based education in Upper Egypt failure and success [Master’s thesis]. The American University in Cairo, AUC Knowledge Fountain. https://fount.aucegypt.edu/etds/285
[22] Langsten, R. (2014). The experience of CARE’s multi-grade schools in three upper- Egyptian villages. In M. Fam & K. Kassab (Ed.), A second chance: Community based education in Upper Egypt: Its prospects and challenges (p. 59). Cairo: CARE Egypt.
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[26] MOE. (2021b). International day of people with special needs/Efforts of the MOE in the field of educational integration in Egyptian schools within the framework of the education system (2.0). https://moe.gov.eg/en/what-s-on/news/international-dayof- people-with-special-needs
[27] MOE. (2019). Technical and Administrative Inclusion Guidance Bulletin, Central Administration for Special Education. In Arabic. p. 1–37. https://moe.gov.eg
[28] MOE. (2017). Ministerial Decree No. 252 about the admission of students with mild disabilities in public schools, issued on 2017, August 5th. Cairo: MOE, Article 12.
[29] MOE. (2014). The national strategic plan for pre-university education in Egypt (2014–2030): Egypt National Project. https://planipolis.iiep.unesco.org/sites/default/ files/ressources/egypt_strategic_plan_pre-university_education_2014-2030_eng_ 0.pdf
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[32] Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies (2nd ed., p. 16). Abingdon, Oxon: Routledge.
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[34] National Center for Community Schools (NCCS). (2011). Building community schools: A guide for action (p. 19). New York: The children’s Aid Society.
[35] National Center for Education Statistics (NCES). (2021). The condition of education at a glance: Children with disabilities (p. 1). Washington DC, USA: NCES.
[36] Office of Elementary and Secondary Education (OESE). (2021). 21st century community learning centers. https://oese.ed.gov/offices/office-of-formula-grants/schoolsupport- and-accountability/21st-century-communitylearning-centers/
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[38] Salend, S. (2016). Creating inclusive classrooms: Effective, differentiate and reflective practices. USA: Pearson Education.
[39] Schreffler, J., Vasquez III, E., Chini, J., & James, W. (2019). Universal design for learning in postsecondary STEM education for students with disabilities: A systematic literature review. International Journal of STEM Education, 6, 8.
[40] Shaddock, A., MacDonald, N., Hook, J. Giorcelli, L. & Arthur-Kelly, M. (2009). Disability, diversity and tides that lift all boats: Review of special education in the ACT. Chiswick, NSW: Services Initiatives.
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[42] Stayton, V. D., & McCollun, J. (2002). Unifying general and special education: What does the research tell us? Teacher Education and Special Education, 25(3), 211–218.
[43] Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Alexandria VA: ASCD.
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[58] Waston Institute. (2021). Incorporating STEAM learning into special education curriculum. https://www.thewatsoninstitute.org/incorporating-steam-learninginto- special-education-curriculum/
[59] The White House. (2014). Preparing a 21st Century Workforce-Science, Technology, Engineering, and Mathematics (STEM) education in the 2014 budget. http://www.whitehouse.gov/ostp.
[60] World Bank. (2018). Supporting Egypt education reform project, International Bank for reconstruction and development project appraisal document on a proposed loan [Report No: PAD2644]. https://documents1.worldbank.org/curated/en/346091522415590465/pdf/PAD- 03272018.pdf
[61] Will, M. (1986). Educating children with learning problems: A shared responsibility. Exceptional Children, 52(4), 411–415.
[62] Zaalouk, M. (2013). Educators, professionalism and politics: Global transitions, national spaces and professional projects. In T. Seddon & J. Levin (Eds.), World year book of education 2013 (p. 207). USA: Routledge Group.
[63] Zaalouk, M. (2005). The pedagogy of empowerment: Community schools as a social movement in Egypt, Cairo (pp. 32, 34). American University in Cairo Press. DOI
[58] Waston Institute. (2021). Incorporating STEAM learning into special education curriculum. https://www.thewatsoninstitute.org/incorporating-steam-learninginto- special-education-curriculum/
[59] The White House. (2014). Preparing a 21st Century Workforce-Science, Technology, Engineering, and Mathematics (STEM) education in the 2014 budget. http://www.whitehouse.gov/ostp.
[60] World Bank. (2018). Supporting Egypt education reform project, International Bank for reconstruction and development project appraisal document on a proposed loan [Report No: PAD2644]. https://documents1.worldbank.org/curated/en/346091522415590465/pdf/PAD- 03272018.pdf
[61] Will, M. (1986). Educating children with learning problems: A shared responsibility. Exceptional Children, 52(4), 411–415.
[62] Zaalouk, M. (2013). Educators, professionalism and politics: Global transitions, national spaces and professional projects. In T. Seddon & J. Levin (Eds.), World year book of education 2013 (p. 207). USA: Routledge Group.
[63] Zaalouk, M. (2005). The pedagogy of empowerment: Community schools as a social movement in Egypt, Cairo (pp. 32, 34). American University in Cairo Press.