الكاتب/ة الباحث/ة
Jamal M. Alkhateeb
الناشر/المؤسسة
ELSEVIER
تاريخ الإصدار
2015
الدولة
بلدان عربية
Background: In this study, a literature review was conducted to analyze studies published
from 1990 to 2014 in English-written literature on inclusion of children with
developmental disabilities in Arab countries.
Aims: This study sought to review and analyze research conducted on Inclusive Education
(IE) in Arab countries.
Methods and procedures: The following electronic databases were used in searching the
relevant literature: ScienceDirect, SpringerLink, PsychINFO, EBSCOhost Databases,
ProQuest Dissertations and Theses Database, ERIC, and Google Scholar. After the
publications to be included in this study were retrieved, each study was reviewed and
analyzed. Each study was examined for details such as authors, title of research,
publication year, country, purpose, methods, and key findings.
Outcomes and results: The results showed that a total of 42 empirical studies related to
inclusion of children with developmental disabilities in Arab countries have been
published. More than two-thirds of these studies came from United Arab Emirates (UAE),
Jordan, and Saudi Arabia. The majority of the studies were published in the last 6 years. The
main parameters in these studies were: attitudes toward inclusion, barriers to inclusion,
and evaluating inclusion.
Conclusions and implications: The results of the current study revealed that relatively little
IE research has been conducted in Arab countries. More research is warranted to test the
generalizability of the results of the current study. Further research is also needed to
analyze IE practices and demonstrate strategies for the effective implementation of IE in
these countries.