Hassanein Inclusion, Disability and Culture

2015
ISBN: 978-94-6209-923-4
Verlag: Sense Publishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 212 Seiten, eBook

Reihe: Studies in Inclusive Education

This book examines some theoretical and empirical aspects about complexities of inclusion, disability and culture. It challenges the globalized technical and reductionist approach of inclusion and argues that concepts of disability and inclusion are culturally constructed. Disability and inclusion are concepts which do not define a global agenda, in the sense that one size fits all. Rather they should be seen as being completely context dependent and that they should be deconstructed with respect to specific cultural contexts, with respects to society, ethics, religion and history. The main argument of the book is that many cultural backgrounds, including Egyptians, have their own long-standing beliefs and practices which do not define or address disability in the same way as western culture. Such cultural differences in understanding disability may lead to different understandings, conceptualizations and practices of inclusion. The book articulates disability and inclusion within a socio-ethical-religious discourse based on the Islamic underpinnings of equality and differences. This discourse enhances and supports the calls for considering inclusion and disability within a cultural model that takes into account the common values about disability in any given context which consequently will affect the way educational provision is provided in that context. Finally, the book challenges the “psychological” concept of “attitude” that has been represented in the literature simply as a matter of acceptance or rejection. Inclusion, Disability and Culture shows that “attitude” is a complex and context-dependent issue that can’t be understood in isolation from the wider context within which such responses were created. Specifically, the role of the social views about disability, religious values, school cultures, educational system and structural and organizational constraints can’t be underestimated in understanding teachers’ attitudes towards a complex issue like inclusion.

Zielgruppe

Research

Autoren/Hrsg.

Hassanein, Elsayed Elshabrawy Ahmad

Inhaltsverzeichnis

Religion and Disability: Cultural Reflections; Introduction; Islam and Disability; Ontology of Disability: Philosophical Issues; Perfection from the Islamic Perspective; Reflections on the Egyptian Context; Educational System in Egypt; Historical Insights into SEN/Disability in Egypt; The Development of Educational Provision for Children with SEN in Egypt; Current Policy and Structure of Special Education in Egypt; Organization of the Book; Perspectives on Disability and Inclusion; Introduction; Special Educational Needs and Disability; Inclusive Education: Moves from Segregation to Integration/Inclusion; Barriers to Inclusion; Inclusive Education and Change; Teachers’ Attitudes towards Inclusion: Theoretical and Empirical Issues; Definition of Attitudes; Models of Attitudes; Relationship between Attitudes and Behavior; Attitudes Measurement; Overview of Studies of Teachers’ Attitudes towards Integration/Inclusion; Factors Associated with Teachers’ Attitudes; Reflections and Conclusions; Methodology and Design of the Study; Introduction; Introducing the Research Paradigms; Research Design; Egyptian Teachers’ Attitudes towards Inclusion; Inclusion; Quantitative Data Analysis; Qualitative Data Analysis; Conclusion; Inclusion: Barriers and Change; Introduction; Quantitative Results; Qualitative Results; Conclusion; Inclusion and Disability: A Socio-Cultural Model; Introduction; Reflections on the Questionnaire and Interview Analysis; Understanding SEN/Disability; Understanding Inclusion; Factors Associated with Teachers’ Understanding of and Attitudes towards Inclusion; Disability and Inclusion: Towards a Socio-Cultural Model; Conclusion and Reflections for Educational Reform; Introduction; Theoretical Implications; Practical Implications; Recommendations and Conclusion; Bibliography.