Inclusion of students with learning difficulties in a mainstream primary school. (c2017)

Abstract

The purpose of this study is to examine how inclusion is being implemented in one primary school in Beirut (ABSS) and highlight how psychosocial and academic needs of students with Learning Difficulties (LD) are identified and catered for. The study addressed three research questions: How does the school insure awareness, coordination and needed skills for its LD program, how are students’ psychosocial and academic needs being addressed, and how is the curriculum being modified to meet students’ needs? In order to address the above questions, data was collected through an interview with the school’s special needs coordinator, online questionnaires administered to 11 parents of LD students and to 19 teachers (regular and support), observations, and artifacts. The researcher’s reflection journal was the starting point for the study and for formulating items for the instruments. The study followed a qualitative approach and a descriptive single case study design, where data was collected from multiple sources to ensure triangulated results and validity and reliability of findings. The results of the study showed that ABSS meets the criteria for a successful inclusive school, yet it needs to start using intervention books for LD students and recruit a psychomotor therapist so as to become more successful. The significance of this study is its value as a model for sister schools in implementing inclusion.