Quality Teaching: The Perspectives of the Jordanian Inclusive Primary School Stakeholders and the Ministry of Education

Abstract

The aim of this study was to compare and contrast the Jordanian school stakeholders' perspectives of quality teaching with the Ministry of Education's perception looking particularly at potential differences in interpretation. Interview and documents analysis techniques were used. The sample of the study was seven primary school teachers and their six principals. Each perspective has been presented. Comparison and contrast has been made to highlight the similarities and differences between the two perspectives. The results showed that inclusive primary school stakeholders reported 10 elements could make for quality teaching. These elements can be functioned within 7 categories of contextual factors. Furthermore, the MOE's perceptive has a constructivist approach orientation which contradicted in some elements by the school stakeholders' perspectives.

The Evolution of Jordanian Inclusive Education Policy and Practice

“…Like many countries in the developing world, Jordan has adopted inclusion as part of larger education reforms intended to increase access for all students. The comparative literature review has revealed while the structure of inclusion has transferred into Jordanian laws, the policies have neglected to include pragmatic details of how to implement the practice (McBride & Al Khateeb, 2010;Sakarneh, 2014). The policy to practice gap cited in systemwide analyses such as that undertaken by McBride and Al Kahteeb (2010), cannot be solved through either-or research that only addresses resources or attitudes, but must explore both resources and cultural beliefs as attitudes impacting inclusion.…”

“…Multiple studies revealed teachers were unwilling and reluctant to implement inclusion because they did not feel they were prepared with adequate resources and training, but did not cite cultural beliefs (Al Jabery & Zumberg, 2008;Al-Natour et al, 2015;Amr, 2011;Siam & Al-Natour, 2016). Empirical studies indicated the availability of resources influences teacher attitudes, however interviews with teachers conducted by Sakarneh (2014) indicate there is a cultural dimension to how teachers make sense of their roles and perceive students with special needs.…”

“…The Higher Council for the Rights of Persons with Disabilities (HCRPD) was officially created in 2007 and is not only responsible for coordination between the MoE and MoSD but also the Ministry of Health and other concerned agencies (Abu-Hamour & Al-Hmouz, 2014; UNCRPD, 2015). While these laws are progressive they do not provide clear directives or procedures for implementing inclusive practices or consequences for lack of implementation (Sakarneh, 2014).…”

“…McBride and Al Khateeb (2010) cite the lack of consistent funding, coordination between ministries and no clear standards or benchmarks for teachers or students as barriers to inclusive education efforts. Research from across Jordan refers to vague direction from the ministries and discord between the multiple government agencies that impede inclusion in schools (Al-Natour et al, 2015;El-Zraigat & Smadi, 2012;Sakarneh, 2014). In one interview the director of the special education division of the MoE stated "we do not have written goals for the Directorate" (El-Zraigat & Smadi, 2012).…”

The sensory characteristics of children with autism spectrum disorder: teachers' observation.

“…Probably more research from -the medical perspective-have been done in this area, but less research -from educational perspective-has been conducted. It has been reported that these sensory char-acteristics can influence student behaviour during the teaching-learning process (Caplan, Feldman, Eisenhower & Blacher, 2016;Sakarneh, 2014a). Sensory characteristics of children with ASD may also hinder their interaction and restrict them from acting effectively during their communications with others (Dugas et al, 2018;Samson, Phillips, Parker, Shah, Gross, & Hardan, 2014;Tomchek & Case-Smith, 2009;Watson, Patten, Baranek, Poe, Boyd, Freuler, & Lorenzi, 2011).…”