Title School inclusion in Lebanon : integrating research on students with giftedness and learning disabilities into practice / Nidal Jouni, Anies Al-Hroub

Published Cham, Switzerland : Springer International Publishing AG, [2023]

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Description 1 online resource (xvi, 258 pages) : illustrations Contents Intro -- 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 Summary This book addresses the impact of inclusion on the performance of students with and without special needs in Lebanese schools. It examines the performance of regular students to the performance of students with learning disabilities (LD) and gifted students as perceived by them to identify the population that is best served by inclusion. The book investigates three domains affecting student performance in inclusive settings: management and organization. Teaching and learning, and student support and school ethos. In addition, it compares the ways in which these domains affect student performance for each population. In addition, the book presents a detailed description of the inclusive practices that affect student performance and the indicators that contribute most positively to fostering the performance of regular students, gifted students, and students with LD. Finally, it describes the inclusion model applied and proved empirically to affect the positive performance of all student groups as a response to the increasing call for inclusive schooling in Lebanon. Key areas of coverage include: Inclusive education, social justice, and equity in Lebanese schools. Student perceptions of inclusion in Lebanon. Inclusion of gifted learners and students with learning disabilities. Comparison of student performance among different populations in inclusive settings. Domains affecting student performance in inclusive settings Proposed model of student inclusion in Lebanese schools. School Inclusion in Lebanon is an essential resource for researchers, professionals and policymakers, and graduate students in such interrelated fields as school psychology, inclusive education / educational psychology, and social work Notes Includes index Bibliography Includes bibliographical references and index Notes Description based on online resource; title from digital title page (viewed on December 07, 2023) Subject Inclusive education -- Lebanon Gifted children -- Education -- Lebanon Students with disabilities -- Lebanon Gifted children -- Education Inclusive education Students with disabilities Lebanon Form Electronic book Author Al-Hroub, Anies, author ISBN 9783031347795 303134779X

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