Inclusive learning the case of refugee and internal displaced students in Lebanon and Iraq “Education is the most powerful weapon which you can use to change the world” Nelson Mandela.
Abstract
Inclusive education provides a structured model for the idea of integrating students from all groups without exclusion or separation between students. Several studies have been conducted to examine its feasibility and quality. This study aims to apply a comprehensive education method to children of war, including displaced persons, refugees, and host communities, in addition to children with special needs. These groups of children suffer from great confusion in achieving their right to education. As we see that there are special educational programs for Syrian refugee children, and they are placed in separate classes or working hours from their counterparts in Lebanon. Although there is no such separation in Iraq, the educational programs followed do not meet the aspirations of students and their families. This study relied on two groups of these students, one in Lebanon and which consisted of 26 students of both sexes, and another in Iraq and consisted of 20 male and female students. A dual model, quantitative and qualitative data, was followed. Quantitative data were analyzed by SPSS statistical editor. The results of quantitative data show the progress of more than (0.5). Observation and In-depth interviews are used to reveal qualitative data. The results showed the effectiveness and positivity of comprehensive education and its relevance to fill gaps in current education programs. It also indicated that inclusive education needs reforms in terms of infrastructure, scientific and practical training for teachers, design of curricula, use of technology, and parents' approval.
Metrics