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

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dc.contributor.author Ghandour, Aida
dc.date.accessioned 2017-03-09T09:06:35Z
dc.date.available 2017-03-09T09:06:35Z
dc.date.copyright 2017 en_US
dc.date.issued 2017-03-09
dc.date.submitted 2017-01-05
dc.identifier.uri http://hdl.handle.net/10725/5339
dc.description.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. en_US
dc.language.iso en en_US
dc.subject Dissertations, Academic en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Inclusive education en_US
dc.subject Mainstreaming in education en_US
dc.subject Children with disabilities -- Education (Primary) en_US
dc.title Inclusion of students with learning difficulties in a mainstream primary school. (c2017) en_US
dc.type Thesis en_US
dc.title.subtitle a case study en_US
dc.term.submitted Fall en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 201000484 en_US
dc.author.commembers Harati, Lina
dc.author.commembers Bahous, Rima
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.description.physdesc 1 hard copy: xi, 70 leaves; 31 cm. available at RNL. en_US
dc.author.advisor Nabhani, Mona
dc.keywords Inclusion en_US
dc.keywords Learning Difficulties en_US
dc.keywords Differentiation en_US
dc.keywords Case Study en_US
dc.keywords Individualized Educational Plan en_US
dc.description.bibliographiccitations Bibliography : leaves 43-47. en_US
dc.identifier.doi https://doi.org/10.26756/th.2017.1 en_US
dc.author.email aida.ghandour@lau.edu en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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