Parent input: shaping inclusive education for students with disabilities

Area of Science:

• Education Policy
• Disability Studies
• Sociology of Education

Background:

• Jordanian schools are increasingly adopting inclusive settings, driven by national policies like the 2017 Rights of Persons with Disabilities law and international support.
• Despite progress, students with intellectual disabilities often face marginalization within inclusive school environments.
• Previous research indicates divided parental opinions on inclusive education in Jordan, lacking clear explanations for this division.

Purpose of the Study:

• To explore parental perceptions of inclusive public schools in Jordan.
• To understand parental concerns and support for children with disabilities in inclusive educational settings.

Main Methods:

• Qualitative data collection through focus groups.
• Study conducted in three diverse districts (central, northern, and southern Jordan).
• Part of a broader needs assessment for inclusive education initiatives.

Main Results:

• Parents generally welcome the concept of inclusive schools for their children.
• Significant concerns were raised regarding potential bullying and social isolation of students with disabilities.
• Parents expressed apprehension about teachers' preparedness and experience in supporting students with disabilities.

Conclusions:

• Inclusive education is gaining traction in Jordan, with increased discussion around disability.
• Parental support for inclusion is present but tempered by practical concerns about implementation and student well-being.
• Traditional challenges hinder the full enactment of inclusive education, necessitating further support and training for educators.