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|Title:||The challenges of the implementation of class modifications and accommodations for students with learning disabilities in a regular school system in Tripoli-Lebanon (cycle 2)||Authors:||Kayal, Hiba||Advisors:||Khairallah, Megan R.||Subjects:||Children with disabilities--Education--Lebanon--Case studies
Mainstreaming in education--Lebanon--Case studies
Inclusive education--Planning--Lebanon--Case studies
In Lebanon, it was only in May 2000 that the Lebanese Parliament approved Law 220, which enables students with special needs to fully integrate and participate effectively in all aspects of society whether on the educational, vocational or social level. Whether they have learning disabilities, health impairments, intellectual disabilities, visual or hearing impairments, schools should accommodate all students regardless of their physical, intellectual, emotional or any other conditions. Classroom Modifications and Accommodations (CMA) had been implemented in a regular school system in North Lebanon helping students with learning disabilities overcome their academic difficulties and in consequence to accomplish the tasks required. These CMA were simple measures taken during class work or evaluations in order for the students to compensate their difficulties and to achieve the necessary assignment. This research has explored the challenges of these implementation of classroom modifications and accommodations (CMA) for students with Learning Disabilities (LD), in a "regular school system" and how these changes have been incorporated during class work and exams (in G5-G6) in order to better understand whether accommodations could or not provide students with LD the ability to follow the "regular Lebanese curriculum". This case study will help us understand how the CMA was implemented in a regular class, and what were the challenges faced before, during and after the implementation. Based on observations, surveys, and interviews, CMA has turned out to be an effective educational opportunity that could provide LD students with the ability to follow the "regular curriculum." Despite all the challenges, approximately 70% of the pupils who benefited from the CMA for at least one year and a half have improved academically.
Includes bibliographical references (p. 84-88).
Supervised by Dr. Megan Khairallah.
|URI:||https://scholarhub.balamand.edu.lb/handle/uob/4426||Rights:||This object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the personal and educational use exceptions must be obtained from the copyright holder||Ezproxy URL:||Link to full text||Type:||Thesis|
|Appears in Collections:||UOB Theses and Projects|
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