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4.4.5 Impact of Inclusion on the Functioning of Students With Special Educational Needs
This study compared the impact of inclusion in a Lebanese school on the socio-emotional and academic functioning of students with special needs to the impact on students without special needs. The group of students with special needs included a group of identified gifted students and a group of students with mild to moderate identified learning disabilities. This comparison was conducted by investigating which population of the three at the school was best served by inclusion from the perspective of the students, which socio-emotional and academic functions were fostered in each population by inclusion, and whether or not the impact of inclusive education on student functioning differed by the type of population.
Author(s):
Nidal Jouni
nidaljouny@gmail.com
University of Arts and Sciences in Lebanon
Lebanon
Masters Guidance and Counseling -American University of Beirut Teaching Diploma in Special Education-AUB Special Education Program Coordinator at University of Arts and Sciences in Lebanon Coach for TAMAM project at AUB for inclusive schools Accredited trainer on gifted education Lebanon delegate to WCGTC Former School Principal of an inclusive school
Anies AlHroub
aa111@aub.edu.lb
American University of Beirut
Lebanon
Visiting Scholar at Renzulli Center for Creativity, Gifted Ed. & Talent Develop., Neag School of Ed., University of Connecticut. Associate Professor of Educational Psychology & Special Education Department of Education, American University of Beirut (AUB) Researcher in special education Lebanon delegate to WCGTC