Inclusive Education: The Lebanese Context

1. Inclusive Education: The Lebanese Context AFKAR 2 PROJECT May 26th, 2009 Panel Discussion Pauline Nadjarian

2. AFKAR 2 Project: Activity 1 Survey of general education schools implementing inclusion programs 2007-2008 Aims: Provide a comprehensive database of available inclusion programs in the public and private schools of Lebanon.

3. Phases of the Study • Phase 1: a list of inclusive schools was compiled • Phase 2: the schools on the compiled list were contacted

4. Criteria upon which the schools or institutions would be selected: • Students with additional needs are included in an inclusive setting in the school. • The school or institution must run the inclusion program in one or more of these school levels: KG, elementary, intermediate, or secondary. • There is at least one special/support educator working as a special educator in the school or institution. • Parents must contact the school directly for student admissions. • The school administration must be willing to cooperate, take part in the study, and hence be included in the sample of the survey.

5. Survey revealed schools where inclusive education initiatives and practices occur; however, the school administration is not directly involved in the process. Instead, associations, NGOs, and institutions oversee and support the process.

6. Phases (cont’d) • Phase 3: conducting the survey questionnaire in the schools. • Phase 4:Associations, NGOs, and institutions overseeing inclusion were contacted. • Phase 5: compilation and analysis

7. Results • 60 schools in the initial list • 41 included in the final report • 3 excluded due to criteria • 14 did not accept to participate • 2 time restraints • 2 program led by NGOs • List needs updating; recently developed programs in schools & program termination in few

8. Distribution according to Geographical Locations • Out of the 41 private schools included in this study, 15 are located in Beirut, 10 in South Lebanon, 9 in Mount Lebanon, 5 in North Lebanon and only 2 in Bekaa.

9. Distribution of children with additional needs by Region.

11. Percentages are not in accordance with the prevalence rates of disabilities present in different areas in Lebanon. • Study published by the National Inclusion Project, Sibai (2007) has presented prevalence rates for disabilities in different areas in Lebanon where the highest rate of disabilities among the population is found in rural areas; i.e. Nabatieh, the North, Mount Lebanon, Bekaa, and then the South. • Beirut has the lowest prevalence. • Presence of inclusive schools is highest in Beirut as compared to the other areas and consequently, the percentage of children with additional needs included in general education schools is highest in Beirut.

12. Forms of Inclusion Practiced • General Education Classroom • First model: collaboration/consultation • Second model: support in class (31) • Resource Classroom • Separate Classes • First model: partial • Second model: non-academic only (3) (17)

13. Types of Needs/Difficulties Served • Distribution of children with additional needs by types/categories of additional needs and by age.

15. Area of concern: Early Intervention and Early years • Area of concern: education of children with additional needs in the middle and secondary school years.

16. What are children with additional needs doing in the middle and secondary years? • Are they included at school without any support? • Are they excluded from school because of lack of services? • Are they included in technical/vocational schools? • Are they dropped out of school and their education discontinued? • What about employment opportunities?

17. Inclusion or Exclusion? Strict admission policy regarding the category of additional needs. Reasons provided: • Lack of expertise of the current staff in dealing with students within a particular category of additional need. • Lack of educational resources needed for students within a particular category of additional need. • Lack of human resources needed for students within a particular category of additional need. • Lack of facilities to expand the support department to include children within a particular type of difficulty. • School structure does not accommodate the needs of the students within that particular category of additional need.

18. Exclusion or Inclusion? • Total number of students with identified additional needs in the 41 schools is 1,824. • In 1999 (UNESCO study), the number of children with additional needs was estimated to be around 310,000. • This number has surely increased. • However, if we consider it a rough estimate, we would realize that only about 0.6% of the children with additional needs are currently included in schools in Lebanon.

19. The Staff Working in the Inclusion Program • At least one qualified special educator • At least one professional (speech and language therapist, physical therapist, psychomotor therapist, occupational therapist, social worker, counselor, educational psychologist, clinical psychologist) • Multidisciplinary team (18) • Either speech and language therapy or psychomotor/occupational therapy or both (26) • Provide diagnostic services to the students (19) • School nurse (29) and a staff member qualified in counseling/therapy or in social work (29)

20. Involvement of General Education Teachers Most teachers agree that: • Children with additional needs can be educated in general education classrooms with assistance from the special education department. • Special education provides a valuable service for children with difficulties. • All students should be included in regular environments to the greatest extent possible. • Labeling diminishes a student's self worth. • Given further preparation and training, general education teachers would be able to effectively meet the educational needs of those students served by the special education program. • Intervention professionals see their role as building on family strengths, enhancing family capabilities, and promoting family decision-making.

21. More than half of the teachers believe that: • Most children currently labeled learning disabled are not truly educationally disabled. • The inclusion of children with additional needs into regular classrooms can be beneficial to the other students in class. • General education teachers can be responsible for students enrolled in special education. • The school general education and special education staff work well together. • Students should be served in general education classes regardless of additional needs.

22. On the other hand, at least half of the teachers agree/believe that: • Inclusion in a regular classroom will hurt the progress of the student with a disability. • Teachers are uneasy about the special educators spending time teaching and consulting in their classrooms. • Placement of a student with a disability into a regular classroom can be disruptive to students without additional needs. • Students should be grouped by ability.

23. Almost all teachers believe that: • Maximum class size should be lowered when including students with special needs.

24. The Involvement of the Parents • inconsistent information • provide support and guidance sessions to parents (15). • specific training is given to the parents of students with additional needs. (few) • parents are involved in selecting the goals and objectives for their child (few) • communicate with parents on a regular basis (all schools) • Active parent support groups were not found in the schools surveyed.

25. Individualized Education Programs • All except three schools write IEPs • Programs and materials, teacher-made • All keep student files and records • All provide individualized progress reports to parents

26. Financial Sources of the Inclusion Program • Few schools where tuition fees for students with additional needs are similar to those in the general education program • All other schools charge an additional amount (ranges between additional 500,000 LL to 5, 250,000 LL) • Funds not available • Another exclusion criteria????

27. Challenges Faced by the Schools • Lack of awareness or acceptance of inclusion (students, parents, teachers, school administration, community) • Lack of trained and qualified professionals in the field • Lack of trained and qualified professionals in the school • Lack of cooperation of the school’s administrative staff and general education teachers in inclusive education planning and implementation • Lack of involvement of general education teachers as team members in the inclusion program • Lack of support and information for parents • Lack of cooperation of parents with school personnel; parents expecting too much or too little from their children • Lack of acceptance of parents for their children to join an inclusive education program • Lack of acceptance of inclusion by parents of children who do not have additional needs • Lack of acceptance of diversity by children without additional needs; lack of their cooperation with inclusive education activities

28. Challenges Faced by the Schools (cont’d) • Lack of networking and sharing experiences among schools that have inclusive programs • Lack of specialized programs and resources to be used with children within a particular category of additional needs • Lack of adapted school materials • Difficulties adapting the class curriculum to meet with the needs of students especially in classes where official examination is carried (e.g. Brevet) • Lack of availability and efficiency of diagnostic and intervention services in the community • Inability of schools to accept new applicants because of insufficient resources (the demand for places is exceedingly high) • Lack of pre-vocational, vocational and transition planning • Lack of appropriate legislation to refer to for decision making and for evaluation inclusive education program efficiency • High financial cost of inclusive education

29. Challenges Faced by Children with Additional Needs • Lack of acceptance of oneself and own difficulties • Difficulties in belonging to the ‘group’ • Embarrassment in performing in class (reading, writing, etc) • Difficulties establishing and maintaining friendships • Lack of understanding of parents of their children’s difficulties • Labeling, name calling, teasing and bullying from peers • Teachers underestimating their abilities • Physical abuse from parents • Poor socio-economic background • Disappointment when they set personal goals and are unable meet them (college education, career) • Low self-esteem • Lack of appropriate support (from peers, teachers, parents, and community) • Discomfort when being pulled out of their general education classes to receive instruction in the resource room • Discomfort with the lack of needed facilities at school • Big number of students in classes • Feel under pressure to achieve • Lack of extra-curricular activities where they might do better or even excel and very little credit or weight given to these areas in school progress and/or achievement evaluation

30. Strengths of the inclusion program • School’s philosophy is in line with that of inclusive education. Inclusive education is outlined in the mission statement. • Child-centered approach: individual attention and care provided to each student. • Holistic view of the child which is reflected in program planning • Attitudes and beliefs of the staff in inclusive education, belief in the children’s rights to equal opportunities in education. • Acceptance of diversity by the school administrative, teaching and non-teaching staff • Raising parents’ awareness about children’s needs, involving them in their child’s education and providing them with guidance and support • Helping parents feel comfortable and at ease; relieving their anxieties regarding their children • Continuous communication with parents • School’s Board of Trustees supporting and promoting inclusive education • Educational background, knowledge, and involvement of the school principal in the inclusion program • Team work and team approach in program planning, implementation and evaluation • Cooperation of general education teachers with the special/support educators

31. Strengths of the inclusion program (cont’d) • Presence in the team of professionals with various specialties (i.e. speech and language therapist and pathologist, occupational/physical therapist, counselor, etc.) • Qualifications and professional training of the staff members • Staff enthusiasm and motivation to work with children with additional needs • Patience, tolerance, flexibility, commitment and dedication of staff members • Individualized educational programming and documentation of all the work done • Curriculum accommodations and modifications • Specialized curriculum and resources used for instruction/intervention • Staff professional development and training • School environment and values instilled: care, love, respect, responsibility, diversity, etc. • School facilities and physical plant • Continuity and perseverance

32. In addition to the above, data reveals the following positive outcomes for students with additional needs: • Improved performance and better achievement at school • Increased self esteem and independence • Improved involvement and participation in classroom and school activities • Improved social skills and behavior • Increased time spent in the general education class (from part-time to full-time) • Increased motivation and willingness to be in a school setting

33. Conclusions • Inclusive schools recognize and respond to the diverse needs of their students and provide quality education to all. • Inclusive beliefs, policies, and practices are equally beneficial for the full range of students. • All students regardless of their ability benefit from schools adopting inclusive practices.

34. Government officials play an important role in creating inclusive schools. • They create the climate, set the policies and procedures, provide the structure for support, and give the schools the flexibility they need to create inclusive classrooms. • They also ensure that the community is informed about and engaged in the move toward inclusion.

35. more schools that are inclusive are needed in the rural areas • future studies are needed in public schools and in schools where associations oversee the inclusion of children with additional needs. • Experiences in such settings, the challenges faced, the strengths, the outcomes achieved, and the modals of inclusion followed are very valuable and would serve as lessons for a policy and procedures planning for inclusive education in both private and public schools.

36. Principals are key people in actually creating inclusive schools. • Teachers are on the front lines of inclusion, having to address the day-to-day needs of students with additional needs while still presenting the “core” academics to every student in the class.

37. Teachers must realign their thinking about students with disabilities and students in general. Rather than using the “deficit” model of helping students with additional needs gain specific skills apart from the general curriculum, teachers need to adapt their methods of instruction to fit the varying needs of all students. • Teachers should be involved in every phase of the planning and implementation process. • Teachers should be provided with the time to plan and problem solve on a daily basis.

38. The family's role in inclusion is essential. • support and empower parent groups • encourage parents to be advocates for the rights of their children and other children with additional needs • Children with or without additional needs have the most important role to play. • Self-advocacy and awareness and acceptance of diversity

39. Inclusion can work, it is feasible, and there is significant support for it in many schools and associations. • As school reform continues in Lebanon, the need to address the academic needs of all students ­–those with additional needs and those without – is imperative. • Inclusion can happen but it is not an event; it is a progressive and coherent process that requires clear open communication between students, parents, teachers, school, support staff, and officials.

40. It is essential to remember that more than being a pedagogical system of instruction or setting, inclusion is, at the heart of the matter, adopting the belief that “all children can learn.”

41. Thank You