Presented at ISEC 2000

Attitudes Towards Inclusive Education In Egypt & Implications For Teachers Preparation And Training

Farouk M. Sadek, Ph.D. & Rita C. Sadek, Ph.D.

Abstract

This paper begins with a brief historical background on the, development of special education services in Egypt. Mainly it points out emerging trends that would lead to inclusion movement as a viable alternative, or as an adjunct to, the present state of affairs. Also provided are supporting statistical information.

Aspects of the Five Year Special Education Plan( 1998-2003) are scrutinized in terms of new curricular approaches, possibility of partnership between regular and special needs teachers; pre-service and in-service preparation, and training programmes for inclusive education as well as role of NGO's and others.

Past and present survey on attitudes involving a variety of samples from various sectors: educators, classroom teachers, regular and special needs children, administrators, parents,... reflect certain perceptions, practices, roles of classroom teachers in line with the perceived inclusion education concept.

Inclusive Education takes on a special, meaning when cultural context, beliefs and attitudes, availability of human resources, technological resources are considered. Certain issues emanating from the attitude studies conducted are discussed.

The concerns of one developing country are the concern of many. In a way it covers ultimately 'EDUCATION for ALL'. This requires a concerted efforts and cooperation at the international level.... .......this is the challenge.

The purpose:

The purpose of this paper is to give a report on the a study of the attitudes towards inclusive education in Egypt. The result of such study can be used as a guideline to enhance special education services in a developing country like Egypt, particularly in the field' of teacher preperation and training, what changes needed for school environment procedural changes in admission placement, curriculum, classroom instruction learning synarios, and evaluation. Also is expected the change in the relationship of regular school with parents and local community all over the stages of the program needed for special needs children.
Part 1: Current status of special education services in Egypt: general statistic, the need for IE in Egypt. (Table 1:P.2).
Part 2: Attitudes Towards Inclusive Education Study. Method (P.3).
Results: Parents (P.4), Teachers (P.4), Administrators (P.4), Students (P5).
Table 2: mean, St. deviations of scores: parents, teachers, administrators (P.6).
Table 3: means, st. deviations of scores: students (P.7)
Tables (4-15): Differences in attitudes scores in each sample by sex, s.n., type of school (PP.8,9,10,11).
Part 3: Inclusive Education in a regular school
- details: (P.12).
- perceived future needs: (P .13).
Part 4: Teacher prepertion & training for inclusive education (P.14-16). teachers: competencies, characteristics, about courses suggested for preparation of teachers.
Preservice Training: (P.16- P.17) Sources of teachers preservice training in Egypt.
Inservice Training: (P.17-i 6) Types and duration of training.
Part 5: Conclusion: (P.19)

Table (I): Summary statistics on Special Education Services in Egypt (1999 - 2000)

* 24 Governorates * Estimated total of SN Persons: 2,940,000 * Population: 62,000,000

Column heading figured in bold are personnel

1) Source: Ministry of Education, Cairo, Egypt (1999-2000) statistics.
2) Includes: 49 self contained classes for the deaf & hard of hearing
3) Includes: 64 Self contained classes for the M.R.
4) NGO "Services are included with Ministry of social affairs.
5)118, 489 S.N. Children (Mild conditions) are included in regular schools with no formal Special Education Services.

* 77, 992 Low vision
* 11, 248 Deaf & hard of Hearing.
* 27, 749 Learning Disorders.

Attitudes Towards Inclusive Education Study

Samples of statements :

Academic attitudes:

Q1: T, P, A. the IE is a good successful educational system.
Q1: Students: it is a good school to allow S.N. peers in the same classroom.

Social Attitudes:

Q4: T,P,Ad.: The achievement of both the gifted and the normal peers would deteriorate in inclusive classes.
Q4: Would your achievment be affected negatively if S.N. peers attend with you in the classroom.

Psychological Attitudes:

Q34: IE would increase behavioral problems in all children of the classroom.
Q.34: Behavioral problems will increase if S.N. will be with you in the same classroom.

Results of the Attitudes Study

Parents:

(1) - average (+ve) academic attitude towards integration (X = 36.57)
- High (+ve) social attitude towards integration (X =49.2)
- relatively (+ye) posychological attitude towards integration (X =40.67)
- above average total attitude toward integration (X = 126.40)

(2) - Fathers have more (+ve) acacemic attitudes than mothers (level 0.05).

(3) Fathers of S.N. children have more (+ve) psychological attitudes towards integration than mothers of S.N. children (0.05 level).

Teachers:

(1) - average (+ve) academic attitude towards integration (X =32.7)
- High (+ve) social attitude towards integration (X =46.02)
- relatively (+ve) posychological attitude towards integration (X = 34.09)
- average (+ve) total attitude toward integration (X = 113.3)

(2) differences in academic attitudes between teachers for N., and teachers for S.N., the last scored higher (0.05 levels).
(3) no differences between male teachers, and female teachers in general.
(4) differences between women teachers for N., women teachers for S.N. in academic attitudes, the last scored higher (0.05 level).

Administrators:

(1) - Scored less on the academic attitudes toward integration (X = 32.1).
- High (+ve) social attitudes towards integration (X =44.00)
- average (+ve) psychological attitudes toward integration (X = 32.10) - average (+ve) total attitude towards integration (X = 108.2)

(2) Academic attitudes: no differences
(3) Social attitudes:

• differences between administrators of normal ch' en, and administrators for S.N. (0.05). (males higher)
• Women adminstrator for S.N. scored higher than women administrators for N. (0.05 level).
• Men administrators for SN. scored higher than men administrators for N.

(4) Psychological attitudes:

Men administrators for S.N. scored higher than men administrators for N. (0.05 level). women administrators for S.N. scored higher than women administrators for N. (0.05 level)

Students:

(1)

• low academic attitude score (X = 24.5)
• low social attitude scores (X = 25.6)
• low psychological attitude scores (X = 25.4)
• low total attitude: score towards integration
• Academic attitudes: no differences by the type of school.
• social attitudes: no differences by the type of school.
• Psychological attitude: no differences by the type of school.

** Sex differences: (05). girls scored higher.

(2) Type of School: Differences between girls of N. schools, girls in schools with special classes (who scored higher) on the psychological attitudes.

Table (2) : Attitude Scores: Parents, Teachers, Administrators (means, and Standard Deviations)

IN GENERAL

The Higest Scores (1) Social Attitudes
Then (2) Psychological Attitudes
Then (2) Academic Attitudes

Table (3): Attitude Scores - Children - X, SD

RS = Regular school.
S.C. = Special class in regular school.
In general : Lower Scores than Adults.

Hypothesis No. 1: Parents Sample

Hypothesis: there are differences in attituds score score between parents according to:

(a) Sex
(b) S:N relation

Table (4): Differences in attitude scores: Parents - Academic Dimension

Table (5): Differences in attitude scores: Parents - Social Dimension

Table (6): Differences in attitude scores: Parents - Psychological Dimension

Hypothesis No. 2: Teachers Sample

Hypothesis: there are differences in attituds score score between parents according to:

(a) Sex
(b) S:N relation

Table (7): Differences in attitude scores: Teachers Sample: Academic Dimension

Table (8): Differences in attitude scores: Teachers Sample: Social Dimension

Table (9): Differences in attitude scores: Teachers Sample: Psychological Dimension

Hypothesis No. 3: Administrators Sample

Hypothesis: there are differences in attituds score score between parents according to:

(a) Sex
(b) S:N relation

Table (10): Differences in attitude scores: Administrators samples - Academic Dimension

Table (11): Differences in attitude scores: Administrators - social Dimension

Table (12): Differences in attitude scores: Administrators-psychological Dimension

Hypothesis No. 3: Students Sample

Hypothesis: there are differences in attituds score score between parents according to:

(a) Sex
(b) Type of school

Table (13): Differences in attitude scores: Students - Academic Dimension

Table (14): Differences in attitude scores: Students - social Dimension

Table (15): Differences in attitude scores: Students - psychological Dimension

Inclusive Education in a Private School

For six years a elementary - Junior high School, outside Cairo has been admitting "special Needs" children in their public classroom environment without labeling them as such.

The researcher (and his collegues) thought to make a case study, using the whole school as a unit, to analyse elements contributing for their success or failure in educating mild conditions, hence recognizing strong and aspects in the school program which may be expanded to other condition of the moderately S.N. children. Such schools may be used as an model in introducing "Inclusive Education" concepts to other public school.

Here is the summary of the qualitative study in this school:
Location: Center of the town, transportation available to all areas of the town.
Classes : Less crowded than governmental school (16-24 students per class).
School program: Complete day program 8.00 am -3.30 pm.

Perceived Future Needs

According to the interviews conducted with the principal and some of the school senior teachers, the school identified the following needs, limiting their views about "Special Needs education within regular school settings, as part of "Inclusive Education Movement".

1. Assessment problems: Psychological, and educational assessment is requested as a part of the school program.
2. Admission procedure, and placement criteria may be reviewed to facilitate SN children to move flexibly in the program.
3. Classroom settings: needs technical assistance to provide differentiated educational materials for all children, and to promote the 'EP spirit in the school.
4. Curriculum adaptation and evaluation: needs team work, and to present a variety of teaching-learning experiences in instruction, and evaluation.
5. Formal and informal academic evaluation of Sp. Needs in regular classroom are needed (procedure, testing materials, functional, curriculum-based evaluation etc.).
6. To help the classroom teacher in taking decision about transfer, materials evaluation, filling forms, etc.
7. Transition: it is a new experience for the teacher and the staff, they need to know procedure, and method and techniques to guarantee a safe transition to higher school or for vocational or transferring to 6ther program.
8. Direct link with the Ministry of Social Affairs and community resources for training or rehabilitation is needed.
9. Enhancing the role of the school with the family in planning for S.N. children future.
10. Legistlation needed for "public education" strategies for Special Needs children in Egypt.

Part IV: Teacher Preparation and Training for Inclusive Education.

We note in the presentation of perceived "Future Needs" that in almost every item listed, (N = 10) the unmistakable presence of the teacher pervades. No one would disagree that the teacher is the key figure, the main character in the educational process. Be it in admission procedures, assessment procedures, curriculum planning, development & evaluation, materials development and evaluation, diversified classroom activities, transition st~ge, direct linkage with the ministry of social affairs and community resources, among others.

Data-based information obtained from the attitude study and qualitative study presented earlier underscores the crucial role of the teacher as an agent for change, if we are to achieve "integration-inclusion" in our schools.

Consequently, our views about teacher preparation, and training, teacher competencies and teacher characteristics will have to be re-evaluated. within the context and demands of inclusive education ('B), the skills can be identified.

Teacher Competencies:

1. Communicative skills:
Given the expectation that 'B requires a strong support system, it goes without saying that teachers are expected to be in continuous contact with various individuals concerned with special needs (SN) children within and beyond the classroom, this means communicating with parents, psychologists, speech therapists, art teacher, music teacher, physical education teacher, resource teacher, vocational counselor, etc. From the classroom to the community where the SN will learn to adjust for community living. Ability to articulate helps in communication.

2. Functional school and community reference skills:
Awareness of available resources within the environment indicates the greatly expanded role of the teacher, who by necessity no longer works in isolation. The teacher suggests, assigns, make arrangements for on the job training, particularly, during the transition stage-from school to community, for example; follow up of performance is needed to determine for subsequent planning where improvement takes place.

3. Organizational skills:
The teacher plans, supervises IEP, and group activities, mostly of the same chronological age to insure better social integration between regular & special needs children. Effective classroom management is needed particularly because of diversity of tasks, occurrence of situations requiring variety of disciplinary measures and the like.

Furthermore, the teacher organizes schedules for each student, arranges activities inside and outside the classroom with parents and family as part of a counseling program. Making "contracts" or partnership outside the school helps to classify responsibility what the S.N. can or can't do in various stages or expected performance.

4. Professional skills:
The teacher updates his information by being aware of new developments in the field, actively searching for new and tried methods of instruction, technology, strategies.

It is the teacher who is to be relied upon to exercise sound judgement in the use (what and when) of teaching strategies, materials, sequencing of subject matter to be taught: Insights derived from experience of what works best for the learner can be shared with others working as a team.

Ability to modify or prepare a differentiated curriculum to fit individual needs is perhaps one of the most challenging change for the teacher used to following the curriculum "as is". Along with this is the ability to evaluate where progress takes place. Recording and follow up of such are tasks not hitherto learned by teachers in general. Yet these are important in evaluating students progress, program effectiveness etc.

Knowledge of common terminologies of various disciplines fosters easier communication and understanding between and among professionals working with SN. Functional use of appropriate terminology when addressing parents, non-professionals, and the S.N. child himself should be considered.

5. Leadership skills:
The teacher as the key figure in the educational reform takes the lead in articulating what needs to be done for implementation of inclusive education. Where-ever necessary, solicits administrative, community, & legislative support.

Teacher Characteristics:
Knowledge & skills required of teachers in an inclusive education setting have been identified. Now we focus on teacher characteristics that are based on research, observation, or insights. Some are gleaned from the section on teacher competencies.

The list could be endless indicating the multi-faceted sides of the teacher, an attempt is made to mention some characterstics worth noting; these are presented not necessarily in the order of priority:

• Willingness to change
• Willingness to learn new ways.
• Willingness to work with others
• Flexible-perhaps the most important as it encompasses practically all aspects of teacher activity. Flexibility in choise of what to teach, how to teach it, options of how & what to evaluate, the kind of programning etc.
• Creative/innovative.
• Adaptable, receptive,
• Resourceful,
• Cooperative,
• Tolerant,
• Sociable,
• Reflective,
• Having a sense of humor,
• Cheerful even under stressful situations,
• Posessing a visionary leadership,
• Warm and caring, etc.

Pre-Service Training Close look into existing teacher education program offered in colleges of Education in many developing countries would reveal a need for substantial changes if inclusive education were to be adapted. Much has to be done in terms of courses to be offered, length and duration of school training, supervision of training, type & quality of supervision, the link between the university and the school, the school and the community & its resources.

All prospective teachers must take as a required subject "Introduction to special Education" regardless of subject specializafion.In departments of curriculum and methodology for example, subject specialists are trained to teach their field of specialization to regular/ordinary school students; learners with special needs are very rarely taken into account simply because they have not been included in the pre-service educ. and training of prospective teachers.

Courses in curriculum planning, development and evaluation focusing on what and how to modify or prepare a differentiated curriculum to fit special needs of students should be incorporated. Other courses like assessment and evaluation procedures (formal or informal) types of testing should be included and practical experience gained can be shared through workstops, group work, etc.

Writing, reading, interpreting reports filling authentic forms are neglected aspects of their preparation.

A most important foundation for prospective teachers is a conceptual understandings of special education and its role in regular education, and regular education with special education. Beliefs, value systems, and common goals are shared.

Both regular and special class teachers have as the study shows, positive attitudes towards integration of special needs children in regular schools. There remalns realistically speaking, the question about how much and how far each would relinquish his authority particularly when it comes to financial arrangements and incentives which would make a difference in the "sharing" process.

Pre-service education is obtained from the following:
Special education departments: in 1, 2, 3.

1. Am shams University, College of Education (Academic subject matter)
2. Helwan University, College of Education (Academic subject matter)
3. Am Shams University, College of Specific Education (Activities), art, music, educ. tech, home economics, educ. media.
4. Other colleges: college of Physical Education, College of Art Education.. .etc.
5. One year Diploma in Special Education: for college of Education Graduates in at least 6 universities.
6. Early Childhood Departments.
7. Kindergarten colleges.
8. Several University Centers, and NGO's training units offer short pre-service training (1-3 weeks) for university graduates who just received their jobs in special education.

In Service Training

Part I of the presentation dealt on the state-of-the art in special education in Egypt. Statistical information is provided. Table (1).

As regards the number of teachers in-service, six thousand three hundred are currently employed by the ministry of Education. This number does not include those with the ministry of social affairs or the NGO's.

Targeted for an intensive an-service training are the 6,300 special education teachers. The nead for training them is attributed to the fast and new developments in the field-such as use of technology, proliferation of materials, introduction of methods of instruction, programming, etc. Another is the felt need to expand services: the physical handicaps, also for the gifted & the talented, the multiple handicap learning disabilities. Thus far mental retardation, visual and auditary handicaps are served.

Type and duration of training:

1. One year interim training course supervised by the ministry of Education, Special Education administration.

2. Short courses offered during mid, term and surnmer sessims, also supervised by the ministry of Education.

The "developmental" approach to in-service training stresses the gradual development of skills, experience, and responsibilities needed in every stage of the teacher's career. For example, the stages-from the beginning teacher, to senior teacher, to supervisor, to a higher administrative post. Performance in each stage may be used as a criterion for financial incentives & promotion.

School-based staff development and training programs, with administrative support, are needed. Workshops, seminars are helpful in bringing together the regular & special educ. teachers; this creates a system within a school that would benefit all children.

The use of video-tapes showing how inclusion works in different settings enhances understanding of the reforms envisioned. Models are available for veiwing in workshops or seminars.

Since integration-inclusive education is essentially interactive, certain strategies for training are cooperative learning/teaching; pear teaching, peer coaching, team work, etc.

If attempts are made to introduce integration-inclusion" practices in our schools, a factor of great importance to consider is the preparation and training of teachers. Colleges of Education are in need of revamping; in-service training, particularly "School-based", needs re-structuring and updating of policies.

Part V: CONCLUSION

The attitude study has revealed in general a positive attitude towards inclusion (IE) in the view of parents, teachers, and administrators (N = 240).

The same trend is revealed in the students' scores (N = 100), relatively lower but positive attitude towards 'B.

It seems, then, that the time is right for a wider application of 'B in regular schools in Egypt.

The qualitative study - as a case study-shows it is possible to include mild SN children in regular classrooms. Currently, an analytic, in-depth study is being undertaken to explore the effect of 'B on social psychological & academic dimensions.

From the interviews conducted with teachers, parents, and administrators, there is a recognition of the changes in the classroom dynamics, also in the relationships between parents and school & community. There evolved a re-definition of roles particularly changes in tearcher' 5 rolve to the advantage of both N and SN children.

From the sample's perception of future needs obtained from the qulitative study, it appears that teacher-education is an important factor in 'B. Teacher competencies and characteristics are identified. These are believed to be also applicable to other personnel working in the field of special education.

Revamping teacher educ. programs and up dating in-service training for 'B are suggested.

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Index