Moving towards Inclusive Education for All: Examining Stakeholder Perceptions of Educating Students with Special Needs in Schools Operated by the Jordan Field of the UNRWA

References

• Alghazo, E. M., Dodeen, H., & Algaryouti, I. A. (2003). Attitudes of pre-service teachers towards persons with disabilities: Predictions for the success of inclusion. College Student Journal, 37(4), 515–522.
   Google Scholar
• Alghazo, E. M., & Naggar-Gaad, E. E. (2004). General education teachers in the United Arab Emirates and their acceptance of the inclusion of students with disabilities. British Journal of Special Education, 31(2), 94–99.
   Google Scholar
• Alzaroo, S., & Hunt, G. (2003). Education in the context of conflict and instability: The Palestinian case. Social Policy & Administration, 37(2), 165–180.
   Web of Science ®Google Scholar
• Al-Zyoudi, M. (2006). Teachers’ attitudes towards inclusive education in Jordanian schools. International Journal of Special Education, 21(2), 55–62.
   Google Scholar
• Antonak, R. F., & Larrivee, B. (1995). Psychometric analysis and revision of the opinions relative to mainstreaming scale. Exceptional Children, 62(2), 139–149.
   Web of Science ®Google Scholar
• Arneberg, M. (1997). Living conditions amongst Palestinian refugees and displaced in Jordan (Fafo Report No. 237). Retrieved from http://www.fafo.no/pub/rapp/237/237.pdf
   Google Scholar
• Avramidis, E., & Norwich, E. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147.
   Google Scholar
• Barber, B. K. (1999). Political violence, family relations, and Palestinian youth functioning. Journal of Adolescent Research, 14(2), 206–230.
   Web of Science ®Google Scholar
• Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195–207.
   Web of Science ®Google Scholar
• Burstein, N., Sears, S., Wilcoxen, A., Cabello, B., & Spagna, M. (2004). Moving towards inclusive practices. Remedial and Special Education, 25(2), 104–116.
   Web of Science ®Google Scholar
• Crossley, M., & Vulliamy, G. (1984). Case-study research methods and comparative education. Comparative Education, 20(2), 193–207.
   Web of Science ®Google Scholar
• Dinero, S. C. (2002). Special education use among the Negev Bedouin Arabs of Israel: A case of minority underrepresentation? Race, Ethnicity & Education, 5(4), 377–396.
   Google Scholar
• Disability Now. (2012). Mixed fortunes of war. Retrieved from http://www.disabilitynow.org.uk/article/mixed-fortunes-war
   Google Scholar
• Dukmak, S. (1991). The integration in education for school age children with disabilities in the West Bank. A paper presented at the Second Biennial Conference on Special Education, May, Milwaukee, WI.
   Google Scholar
• Dukmak, S. (1994). West Bank and Gaza strip. In K. Mazurek & M. A. Winzer (Eds.), Comparative studies in special education (pp. 44–63). Washington, DC: Gallaudet University Press.
   Google Scholar
• Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Resources Information Center Annual Review Paper, 29(2), 75–91.
   Google Scholar
• Knesting, K., Hokanson, C., & Waldron, C. (2008). Settling in: Facilitating the transition to an inclusive middle school for students with mild disabilities. International Journal of Disability, Development and Education, 55(3), 265–276.
   Web of Science ®Google Scholar
• Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. American Journal of Occupational Therapy, 45(3), 214–222.
   PubMed Web of Science ®Google Scholar
• Larrivee, B., & Cook, L. (1979). Mainstreaming: A study of the variables affecting teacher attitude. The Journal of Special Education, 13(3), 315–324.
   Web of Science ®Google Scholar
• Leyser, Y., & Kirk, R. (2004). Evaluating inclusion: An examination of parent views and factors influencing their perspectives. International Journal of Disability, Development & Education, 51(3), 271–285.
   Google Scholar
• Leyser, Y., & Romi, S. (2008). Religion and attitudes of college preservice teachers toward students with disabilities: Implications for higher education. Higher Education, 55(6), 703–717.
   Web of Science ®Google Scholar
• Lifshitz, F., Glaubman, R., & Issawi, R. (2004). Attitudes towards inclusion: The case of Israeli and Palestinian regular and special education teachers. European Journal of Special Needs Education, 19(2), 171–190.
   Google Scholar
• Marcus, R., Pereznieto, P., Cullen, E., & Jones, N. (2011). Children and social protection in the middle east and north Africa: A mapping exercise (A Working Paper No. 335). Retrieved from http://www.odi.org.uk/resources/docs/7355.pdf
   Google Scholar
• McCarthy, M. R., Wiener, R., & Soodak, L. C. (2012). Vestiges of segregation in the implementation of inclusion policies in public schools. Educational Policy, 26(2), 309–338.
   Web of Science ®Google Scholar
• Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass.
   Google Scholar
• National Longitudinal Transition Study-2. (2003). Youth continuation [part 2b] interview wave 2. Retrieved from http://www.nlts2.org/studymeth/downloads/NLTS2_W2_Part_2b_Youth.pdf
   Google Scholar
• Nicolai, S. (2007). Fragmented foundations: Education and chronic crisis in the occupied Palestinian territory. Retrieved from http://unesdoc.unesco.org/images/0015/001502/150260e.pdf
   Google Scholar
• Norwegian Agency for Development Cooperation (NORAD). (2011). Mainstreaming disability in the new development paradigm. Evaluation of Norwegian support to promote the rights of persons with disabilities (Report 1/2012 Evaluation). Retrieved from http://www.norad.no/en/tools-and-publications/publications/evaluations/publication?key=389256
   Google Scholar
• Opdal, L. R., Wormnaes, S., & Habayeb, A. (2001). Teachers’ opinions about inclusion: A pilot study in a Palestinian context. International Journal of Disability, Development and Education, 48(2), 143–162.
   Google Scholar
• Patel, R., & Khamis-Dakwar, R. (2005). An AAC training program for special education teachers: A case study of Palestinian Arab teachers in Israel. Augmentative and Alternative Communication, 21(3), 205–217.
   Web of Science ®Google Scholar
• Ragin, C. C. (2009). Reflections on casing and case-oriented research. In D. Byrne & C. C. Ragin (Eds.), The Sage handbook of case-based methods (pp. 522–534). London, UK: Sage.
   Google Scholar
• Rodriguez, J., & Dieker, L. A. (2018). Emerging inclusive education in the united nations relief and works agency for palestine refugees in the near east: a review of the literature. Journal of International Special Needs Education, 21(1), 32–42. https://doi.org/10.9782/2159-4341-21.1.32
   Google Scholar
• Salisbury, C. L. (2006). Principals’ perspectives on inclusive elementary schools. Research & Practice for Persons with Severe Disabilities, 31(1), 70–82.
   Web of Science ®Google Scholar
• Stanovich, P. J., & Jordan, A. (1998). Canadian teachers’ and principals’ beliefs about inclusive education as predictors of effective teaching in heterogeneous classrooms. The Elementary School Journal, 98(3), 221–238.
   Web of Science ®Google Scholar
• Tilstone, C., Florian, L., & Rose, R. (Eds.). (1998). Promoting inclusive practice. London, UK: Routledge.
   Google Scholar
• United Nations Children’s Fund. (2007). Promoting the rights of children with disabilities (Innocenti Digest No. 13). Florence, IT: Author.
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization. (2001). Understanding and responding to children’s needs in inclusive classrooms: A guide for teachers. Paris, FR: Author.
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization. (2009). Policy guidelines on inclusion in education. Paris, FR: Author.
   Google Scholar
• United Nations Relief and Works Agency for Palestine Refugees in the Near East. (2012). UNRWA inclusive education policy 2012-2015 (Draft April, 2012.). Amman, Jordan: UNRWA.
   Google Scholar
• United Nations Relief and Works Agency for Palestine Refugees in the Near East. (2013). Inclusive education policy. Retrieved from http://www.unrwa.org/userfiles/2013052935318.pdf
   Google Scholar
• Vavrus, F., & Bartlett, L. (2006). Comparatively knowing: Making a case for the vertical case study. Current Issues in Comparative Education, 8(2), 95–103.
   Google Scholar
• Winzer, M., & Mazurek, K. (2010). Global agendas in special education: A critique. In J. Zajda (Ed.), Global pedagogies: Schooling for the future (pp. 111–125). New York, NY: Springer. doi:10.1007/978-90-481-3617-9_7
   Google Scholar
• Winzer, M., & Mazurek, K. (2012). Analyzing inclusive schooling for students with disabilities in international contexts: Outline of a model. Journal of International Special Needs Education, 15(1), 12–23.
   Google Scholar
• World Bank. (2005). A note on disability issues in the middle east and north Africa (Report for the human development department middle East and North Africa region). Retrieved from http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTSOCIALPROTECTION/EXTDISABILITY/0,contentMDK:20183396~menuPK:417332~pagePK:148956~piPK:216618~theSitePK:282699,00.html
   Google Scholar
• World Health Organization & World Bank. (2011). World report on disability. Geneva, Switzerland: World Health Organization.
   Google Scholar
• Yin, R. K. (1981). The case study crisis: Some answers. Administrative Science Quarterly, 26(1), 58–65.
   Web of Science ®Google Scholar
• Yin, R. K. (1982). Studying phenomenon and context across sites. The American Behavioral Scientist, 26(1), 84–100.
   Web of Science ®Google Scholar
• Zureik, E., & Nakhaie, R. (1997). Determinants of educational attainment in the West Bank, Gaza, and East Jerusalem (Unpublished manuscript). Queen’s University, Canada.
   Google Scholar