The reality of the educational integration process in inclusive basic education schools (A comparative study between the governorates of Tartous and Damascus)

Abstract

This study aimed to investigate the current state of educational inclusion in basic education schools in the governorates of Tartous and Damascus, compare the implementation of inclusive education between them, and explore the suggestions of the inclusion coordinators in the Directorates of Education in both governorates to improve inclusive practices. To achieve these objectives, the researcher employed a comparative descriptive methodology and used the interview as the primary data collection tool, targeting the inclusion coordinators in the two Directorates. The findings revealed that similarities in the implementation of inclusive education in Tartous and Damascus outweighed the differences. Both governorates shared common features in terms of inclusion procedures, admission criteria for students with disabilities, criteria for selecting inclusive schools, physical environment modifications, provision of educational resources, selection of resource room teachers, development of individualized educational plans, and the organization of training programs related to inclusion. However, notable differences were identified in the academic year when inclusion was initiated, the thematic structure of the training programs, and the collaboration between the Damascus Directorate of Education and the Al-Razai Association for the medical assessment of students with disabilities.