School Inclusion in Lebanon: Integrating Research on Students with Giftedness and Learning Disabilities into Practice

Preface
Contents
List of Figures
List of Tables
Abbreviations
Chapter 1: Equitable and Inclusive Education in Lebanon: Policies and Practices for Special Needs Learners in Lebanon
	1.1 The Educational System in Lebanon: An Overview
	1.2 Structure of the Educational System in Lebanon
	1.3 Educational Provision and School Enrollment in Lebanon
	1.4 Endorsement of International Conventions and Resolutions
	1.5 Inclusive Education Models in Private Schools in Lebanon
	1.6 Inclusive Education-Related Lebanese Policy: Law 220/2000 and Related Decrees
	1.7 The National Educational Plan on Inclusive Education for Children with SEN
	1.8 Role of International Organizations
	1.9 Role of Higher Education Institutions in Lebanon
	1.10 Conclusion
	1.11 Recommendations for a National Policy on Inclusive Education in Lebanon
	References
Chapter 2: Inclusive Education in Lebanon: An Overview of the Concept and Its Implementation
	2.1 Introduction
	2.2 Background on Inclusion
	2.3 Background on Inclusion in Lebanon
	2.4 Laws and Decrees Related to the Education of Persons with Disabilities in Lebanon
	2.5 The Concept of Inclusive Education in Lebanon
	2.6 The National Public Inclusive Schools Project
	2.7 Why Study Inclusive Education
	2.8 Researching Students’ Perspectives on School Inclusion
	2.9 Why Study Inclusive Education in Lebanon
	2.10 Conclusion
	References
Chapter 3: Student Populations in Inclusive Educational Settings Around the Globe and Lebanon
	3.1 Introduction
	3.2 A Changing Society
	3.3 Special Educational Needs (SEN)
	3.4 Defining Students with SEN, LD, and/or Giftedness
	3.5 Defining Students Without SEN: Regular Students
	3.6 Conclusion
	References
Chapter 4: Historical and Theoretical Approaches to Inclusive Education
	4.1 Conceptions of Inclusion
		4.1.1 From Exclusion to Inclusion: The Historical Progression of Special Education
		4.1.2 Inclusion as a Derivative of Social Justice and Equity in Education
		4.1.3 An Analysis of the Concept of Inclusion vis-à-vis Inclusive Education
		4.1.4 Justifying Inclusion
		4.1.5 Differences Across Countries and Within Countries
		4.1.6 Delivery Models: A Sociocultural Perspective
		4.1.7 Challenges and New Approaches
	4.2 Theoretical Bases of Inclusion: Vygotsky’s Sociocultural Theory
	4.3 Approaches of Sociocultural Theory in Inclusion
		4.3.1 Scaffolding
		4.3.2 Zone of Proximal Development
		4.3.3 Joint Productive Activity
		4.3.4 Instructional Conversation
	4.4 Conclusion
	References
Chapter 5: Performance of Students With and Without Special Educational Needs
	5.1 Introduction
	5.2 Impact of Multiple Factors on Inclusive Practices and Students’ Performance
	5.3 Performance of Gifted Students in Inclusive Settings
	5.4 Performance of Students with Learning Disabilities in Inclusive Settings
	5.5 Performance of Regular Students in Inclusive Settings
	References
Chapter 6: Special Education and Inclusion in Lebanon
	6.1 Implementation of Inclusion in Lebanese Schools
		6.1.1 Lebanese Education System
		6.1.2 MOSA-Supported Institutions
		6.1.3 MEHE and the Education for SEN in Lebanon
	6.2 Lebanese Conception of Inclusion
	6.3 Educational Policies and Practices: Challenges in Access and Inclusion
		6.3.1 Limited Registration of Children with Disabilities
		6.3.2 Limited Access to Inclusive Education
		6.3.3 Limited Assessment and Identification Practices
		6.3.4 Limited Legislative Support
		6.3.5 Official Exam Policy for Students with SEN
	6.4 Gifted Education in Lebanon
	References
Chapter 7: A Mixed-Method Study on the Impact of Inclusion on the Academic Performance of Students With and Without Special Educational Needs
	7.1 Introduction
	7.2 Conceptual Framework
	7.3 Indicators for Inclusion
	7.4 The Current Study
		7.4.1 Development of Research Instruments for Quantitative Study
		7.4.2 Data Collection Procedure
	References
Chapter 8: The Impact of Inclusion on Student Performance in Lebanon
	8.1 Introduction
	8.2 Students’ Perception of the Impact of Inclusion on Their Academic Performance
		8.2.1 Impact of Inclusion on Students’ Performance of All Populations
		8.2.2 Determination of the Student Population that Benefits Most from Inclusion
		8.2.3 Results at the Indicator Level of Students’ Performance
	8.3 Inclusive Practices and Their Impact on Student Performance
		8.3.1 Management and Organization Domain
		8.3.2 Teaching and Learning Domain
		8.3.3 Student Support and School Ethos Domain
	References
Chapter 9: Inclusive Education Framework Model for Lebanon
	9.1 Rationale for a New Inclusive Model in Lebanon
	9.2 Goals and Aims of an Inclusive Education Framework Model
	9.3 Scope of the Inclusion Education Framework
	9.4 Underlying Concepts and Principles
		9.4.1 Concepts
		9.4.2 Principles
	9.5 Overcoming Barriers to Achieve Inclusive Schooling in the Lebanese Context
		9.5.1 Legislative Barriers
		9.5.2 Attitudinal Barriers
		9.5.3 Cultural and Language Barriers
		9.5.4 Physical Environment Barriers
		9.5.5 Organization Barriers and Discrepancy Between Public and Private Sectors
		9.5.6 Curricular Barriers
	9.6 Overcoming Barriers: Indicators for Inclusive Education Framework for Lebanon
		9.6.1 Macro Level Recommendations
		9.6.2 Meso-Level Recommendations
		9.6.3 Micro Level: Schools Level
	References
Chapter 10: Future Directions for Inclusive Education in Lebanese Schools
	10.1 Introduction
	10.2 Summary of Key Findings
		10.2.1 Positive Impact of Inclusion on Academic Performance With and Without SEN
		10.2.2 Inclusion Benefits All Students
		10.2.3 Inclusive Practices Affecting Performance
		10.2.4 Indicators of Successful Inclusion
	10.3 Analysis and Discussion
		10.3.1 Main Findings
		10.3.2 Additional Findings
	10.4 Research Limitations
	10.5 Future Directions for Inclusion in Lebanon
		10.5.1 Recommendations to Inform Research in Lebanon
		10.5.2 Recommendations to Inform Practice in Lebanon
	References
Appendix I: Rights of People with Disabilities (PwDs), Law 220—May 29, 2000
Law on the Rights of People with Disabilities
	Part 1—Terms, Definitions, Classification, and PCD
	Part 2—The National Council on Disability Affairs
		Chapter 1—Definition—Tasks—Structure
		Chapter 2—Annual General Meetings
		Chapter 3—General Provisions Regarding the Elections of the NCDA Members
		Chapter 4—Special Provisions Regarding the Election of Representatives of PwDS Organizations and Service Organizations
		Chapter 5—Special Provisions Regarding the Election of Representatives of PWDS Themselves
	Part 3—The PwDS Rights to Health and Rehabilitation Services
	Part 4—The PwD Right to an Enabling Environment
	Part 5—The Right of a PwD to Commuting, to a Parking, and Driving License
	Part 6—The Right of a PwD to Housing
	Part 7—The Right of a PwD to Education and Sports
	Part 8—The Right of PwDS to Work, Employment, and Social Benefits
Rights of the Disabled to Social Benefits
	Part 9—Miscellaneous Tax Provisions for PwDS
	Part 10—Miscellaneous and Closing Provisions
Appendix II: Catering for Student Differences: Indicators for Inclusion
Acknowledgement
Introduction
	Catering for Student Differences ~ Indicators for Inclusion Objectives
		Functions
			The ‘Indicators for Inclusion’ and School Self-Evaluation
		Dimensions
		Illustration
The Indicators
	Contents
	Domain I − Management and Organization
	Domain II − Learning and Teaching
	Domain III − Student Support and School Ethos
	Domain IV − Student Performance
Appendix
	Performance Indicators for Hong Kong Schools 2008
		Domain I – Management and Organization
		Domain II – Learning and Teaching
		Domain III – Student Support and School Ethos
		Domain IV – Student Performance
References
Enquiries
Appendix III: Student Performance in Inclusive Settings
Matrix of Domains, Indicators, and Questions
Index