Towards an Effective Inclusive School for Learners with Special Educational Needs
Keywords:
characteristics, inclusive education, Oman’s Ministry of Education standardsAbstract
The study focused on the characteristics of an effective inclusive school. The respondents were teachers of a foreign school. The researcher utilized a descriptive design and utilized frequency and percentage, weighted mean, and ANOVA for the statistical treatment of data. Based on the results of the study, majority of the teacher-respondents are under the age range of 41-60 years old, mostly females, mostly have master’s units and in the teaching profession for 6-15 years in service. In the assessment of the characteristics of an effective inclusive school, it is very evident that their school was manifesting characteristics of: Creating an Inclusive Culture that strives to minimize all forms of discrimination: Producing Inclusive Policies where the school seeks to admit all learners from locality/feeder schools, all school policies are inclusive, and barriers to attendance are minimized; and Evolving Inclusive Practices. The learners with special education needs are actively encouraged to participate in lessons, learners learn collaboratively, and teachers use a variety of teaching styles-scaffolding, modeling, peer tutoring, active learning, and cooperative group work. Henceforth, the result revealed that there is a significant difference in the assessment of an effective inclusive school when grouped accordingly making the null hypothesis rejected which means that the assessment of an effective inclusive school differs when grouped accordingly.
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