The Inclusive Lebanese School: Reality, Challenges And Issues

Bou Sreih, Viviane; Mjaes Azar, Asma

Journal of Studies in Language, Culture and Society (JSLCS)
Volume 3, Numéro 2, Pages 41-54
2020-06-30

The Inclusive Lebanese School: Reality, Challenges And Issues

Authors : Bou Sreih Viviane . Mjaes Azar Asma .

Abstract

Universal and equitable access to ordinary school is governed by numerous international texts and declarations. The rights of all children to education should ensure not only a physical presence but also a greater participation in learning and in cultural and community life. For a quarter of a century, a growing number of Lebanese schools have been moving towards welcoming a diverse public of students, despite the absence of a clear educational policy and specific official guidelines governing the education of students with special educational needs (SSEN). The aim of this research is to identify the challenges facing the Lebanese school through the detection of factors favorable and unfavorable to the success of inclusive education. A meta-synthesis of research carried out in Lebanon between 2000 and 2017 on the subject of school inclusion / integration of students with special educational needs contributed to the identification of 42 studies. Fourteen were selected according to the eligibility criteria. The main challenges relate to attitudes, school organization and consideration of the diversity of students’ needs. Other mainly unfavorable factors are linked to the role of the Lebanese state, the education system and the high cost of inclusion.