A school’s buildings, facilities and services must be accessible for students with disabilities. Male general education teacher (D) reiterated this point:
“any students with any type of physical disability for sure can be educated in the general classroom, if the school has accessibility such as ramps, elevators specially for those students in wheelchairs. Unfortunately, I doubt such things
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will be available because there is no access for them even in the public places.”
Schools and classrooms have not been adapted to include students with physical disabilities; nor have the majority of public buildings in Jordan. With this in mind, it can seem farcical that more difficult and specific aspects of inclusive education are being
considered before such basic requirements are in place. Female general education teacher (C) considered that, for successful inclusive education, “buildings should have the facilities and
the necessary tools.”
Many of the teachers described appropriate amendments to the physical environment as key to realising inclusive education and held this in higher regard than teacher training. Female general education teacher (E), with more than 10 years of experience, felt that: “The
design of the learning environment for both the educators and students will guarantee the success of support and inclusive education.” Similarly, teacher (D) shared this view of the
importance of considering the classroom as a helping environment where teachers and students work towards meeting all students’ learning needs; yet he described his own classroom as “inappropriate” and “not supported with setting.” Teacher (C) added: “My
general classroom is not appropriate for inclusive education as I don’t have accessibility for students with physical disabilities.”
The teachers highlighted factors that might promote the success of inclusive education, but female special education teacher (F) (with a disappointed face) observed:
“those factors are out of control because, even if we are trained well and do have the ability to help students with disabilities to be included, we still do not have the accessibilities to meet with the students’ needs, the physical
environment is not appropriate.”
Female general education teacher (E) stated: “We need special buildings and tools as well.” The teachers felt that, even with effective training and support for teachers, if the materials and adequate building specifications do not exist, inclusive education will not occur. They held the view that all students with disabilities should be included in the general
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classroom if the placement is matched with inclusive education resources and teachers are prepared. Female special education teacher (A) commented: “I think if we have the right
resources and programs for those students with mental disabilities inclusive education will become easy.” Female special education teacher (F) added:
“the biggest factors in our schools are the absence of the actual settings, resources and planning. Before anything, those factors should be there at the beginning.”
These were considered to be not only the factors that should be implemented first, but also as the most essential factors. The teachers are concerned that the physical buildings and classrooms – as well as the special materials and programs to meet students’ needs – are currently missing. This analysis accentuates the need to view inclusive education in terms of essentials and what must be implemented first and foremost.
6.3.3 Financial support
Financial support was also found to be a common factor contributing to the lack of resources, according to both groups of teachers. The teachers clearly articulated that schools must be financially supported by the MOE. Teachers (A) and (E) mentioned that financial support is very important, yet currently lacking. In addition, they do not believe that teachers will be able to effectively include and teach students with disabilities in the general classroom setting until this is amended.
Four teachers identified the need to change the education system, and thus for support from the MOE to provide adequate financial support to implement successful inclusive education. Female general education teacher (E) (with a frustrated expression) indicated:
“The MOE must provide financial support to schools to meet all students’ needs if we want actual inclusive education to happen.” In addition, female special education teacher (F)
suggested that “financial support is important, special programs and intensive courses
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Similarly, male special education teacher (B) commented: “We really need a lot of
financial support from the MOE through changing the education system and providing the right materials, special programs and moral support.”
On the other hand, two females from the special education sector (A and F) were more positive and agreed that they will receive support from other teachers and
administrators if the education system changes. Teacher (A) stated:
“I hope inclusive education will happen one day, so I would encourage education stakeholders to work hard for successful inclusive education and I am sure as a teacher if we were prepared in a good manner and have the right budget we will reach our goals and we will give all students their
opportunities to learn in this life.”
The other teacher (F) said:
“I am sure they will have something hidden in their heads when I really need their help but, I do not think I will get too much support because the actual inclusive education is not happening and there is a big gap between practising inclusive education and the actual experience and the education system that we have right now.”
Interestingly, female general education teacher (E) whilst shaking her head stated: “I
do not think we are financially supported by the government in my school, the right budget would be beneficial for all education stakeholders as well as the students.”
Male special education teacher (B) indicated that he finds there is hardly any financial support, because the education system does not support inclusive education in reality: “You
hear about inclusive education and the budget they offer but, unfortunately you do not feel it.” Another teacher (A) added: “No doubt that our education system is financially not supported by MOE. I think if we were financially supported then I am sure I would try hard as much as I could to offer some help.”
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Unfortunately, the inclusive education system in Jordan does not seem to be financially supported sufficiently by the MOE. This lack of adequate financial support impacts negatively on teacher attitudes towards the inclusive education of students with disabilities, as well as on the implementation of successful inclusive education, as promoted in the 2007 Law.