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Special education practices for children with autism spectrum disorders in the UK and Egypt

[Abstract] 
Type Article
Author Mansour, Viola Mounir Abdou. PhD, Department of Comparative Education and Educational Administration, University of Zagazig, Egypt.
Second author Gobrial, Ereny. Department of Mental Health, Faculty of Education, Zagazig university, Egypt.
Pages pp. 63-90
Host Item Entry International Journal of Research in Educational Sciences. Vol. 5, no. 1, January 2022
Electronic Location Full text (PDF)  PDF
Descriptors Special education  -  Educational practices  -  Exceptional students  -  Autism  -  UK  -  Egypt
Language of document English
Country Estonia
This study aims to compare the development of special education practices for children with autism spectrum disorders (ASD) in the UK and Egypt and gain an understanding of those factors that enhance special education in both countries. The study applies a comparative framework method. The findings provide a better understanding of special education practices and factors that enhanced the special education for ASD across the two countries. The findings reveal that special education practice in Egypt was hindered by low economic status, scarcity of cultural awareness, inadequate financial support and absence of education policy for ASD. While, in the UK education policy, cultural awareness, economy, and scientific technology have been identified as important enhancing factors for special education. The study suggests some recommendations for developing special education for ASD in Egypt. (Published abstract)

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Mansour, Viola Mounir Abdou. (2022). Special education practices for children with autism spectrum disorders in the UK and Egypt . International Journal of Research in Educational Sciences. Vol. 5, no. 1, January 2022. pp. 63-90 Retrieved from search.shamaa.org