Inclusive Education Policies in Arab Countries

• In Event: Poster Session: Class and Inequality & Political Science Education
  In Poster Session: Poster Session: Political Science Education

Abstract

Inclusive education is a concept aimed at ensuring that all children, regardless of their differences, have access to quality education in regular schools. This concept is recognized by the United Nations Convention on the Rights of Persons with Disabilities, which states that member states must guarantee inclusive education for all disabled children.
In Arab countries, inclusive education policies have made significant progress in recent years. Many countries have enacted legislation and policies acknowledging the right of disabled children to inclusive education. For example, Egypt passed an inclusive education law in 2018, ensuring that all disabled children have access to education in regular schools. Morocco also adopted an inclusive education law in 2019, which includes support measures for disabled children, such as curriculum adaptation and access to specialized resources. To what extent do inclusive education policies in Arab countries contribute to ensuring access to quality education for all disabled children?
The paper will focus on: Legislative and policy advancements, Concrete actions to promote inclusive education, Challenges related to awareness and understanding of inclusive education, Challenges related to financial and human resources, Challenges associated with discriminatory attitudes, Opportunities for promoting inclusive education.
Stratified sampling will be used, the target population is divided into groups or strata, and participants are randomly selected from each stratum. This ensures that the sample reflects the diversity of the target population.
We will use stratified sampling to select participants. We will divide the population of parents of disabled children based on country, gender, education level, and the type of disability of the child. We could then select 25 participants randomly from each stratum. This ensures that the sample reflects the diversity of the target population.
We could ascertain whether the interviewees are aware of laws and policies regarding inclusive education in Arab countries, if they believe it is feasible, and if inclusive education policies have increased access for disabled children. Additionally, we could explore the remaining challenges in ensuring quality access to education for all disabled children in Arab countries.

Authors

• Loubna Benlahsar, Cadi Ayyad University

• Nabil Aouad, Cadi Ayyad University