Primary school teachers' knowledge, attitudes and views on barriers to inclusion in Jordan

Abstract

This study explores teachers' knowledge and attitudes toward the inclusion of students with special education needs (SEN) in mainstream schools in Jordan. It also examines the barriers the teachers perceived to hinder successful inclusions. The study sample consisted of 87 primary school teachers who responded to an open-ended questionnaire asking about their knowledge, experiences, attitudes and barriers toward inclusion. Teachers' responses were qualitatively analyzed with the guidance of the research questions. Findings showed that teachers do not have enough and appropriate knowledge about inclusion due to the lack of preparation they received in their teacher education programs. Teachers also have negative attitudes toward the inclusion of students with special needs (SEN) attributed to various barriers. These barriers included the negative attitudes of the students and schools staff toward students with special needs, underprepared school environment, unsuitable curriculum and evaluation modules and lack of family and society's support. The study concluded that without changing the infrastructure of the educational system where all necessary components to build inclusive education are accounted for, inclusion will remain an unrealistic idea.