واقع تطبيق منحى التعليم الجامع في مدارس وكالة الغوث في فلسطين في ضوء النموذج المنطقي
The present study aims at investigating the Current application of the Inclusive Education approach to UNRWA schools in Palestine in light of the Logic Model. To achieve this aim, a quantitative and qualitative approach were chosen. A questionnaire comprised (48) items, was distributed to a random sample that has consisted of (228) UNRWA teachers in Jerusalem and Jericho Area. The internal and external validity of the content were verified. The reliability of the questionnaire was confirmed by calculating the reliability coefficient of α-Cranach which was (0.93). The data were analyzed by calculating the mean and standard deviations. The interview was used to conduct semi-structured interviews with a sample that has consisted of eight administrators. The validity of the interview was verified by sending it to ten experts, and the reliability was verified through the re-analysis of the interviews by another researcher. The findings of the study showed that the school environment needs to be developed; the curriculum and the methods of evaluation were not compatible with inclusive education; there was no funding or adequate resources; teaching aids were not provided for inclusive education. Regarding teachers and administrators, they were not trained at the beginning of the of inclusive education implementation; their abilities and attitudes have developed, yet they still need empowerment. The inclusive education trainers are not specialized in this subject; and training has not been done on special topics in special education; moreover, no studies have been conducted to assess the impact of inclusive education. On the other hand, administrators and teachers consider that students' attitudes and participation were improved; parents became positive, but they still not doing their role. The load of the teacher and the large numbers of students in the classes are among the main challenges that impede the application of inclusive education. The key suggestions to improve the application of inclusive education are: to provide training for teachers by specialists; to decrease teachers load; to decrease students’ numbers in the class; to adapt curriculum, methods of evaluation and to modify school buildings to accommodate inclusive education. The study suggests one recommendation that is to conduct studies on inclusive education and to measure its impact on students’ dropout and academic achievement. (Author’s abstract)