Teachers' attitudes and challenges towards inclusive education in community-based early childhood education centers in Lebanon

Abstract

The protracted Syrian conflict has displaced over 1.5 million refugees into Lebanon, straining its education system. While initiatives like Reaching All Children with Education (RACE) expanded access, children with disabilities remain excluded with under 1% enrollment. This mixed-methods study explores the status of inclusive education (IE) in community-based early childhood education (CBECE) centers from teachers’ perspectives. Using a survey questionnaire with 52 educators and a focus group discussion with 10 educators, it investigates a) attitudes on integrating children with special educational needs (SEN) into mainstream classrooms b) implementation challenges faced c) critical professional development needs for fostering inclusive practices. Although most teachers support IE philosophically, findings reveal discrepancies between beliefs and practical application competencies. Key challenges involve inadequate training, resources and skills for executing inclusion amid large classes, curriculum pressures and varying parental attitudes. Tailored assistance is lacking to address complex trauma and disabilities. Critical skill-building areas encompass assessment, communication, behavior management strategies, and Individualized Education Plans (IEP). For progress, consolidated efforts between policymakers, educators and communities are vital to translate positive intentions into quality inclusive environments, especially given refugees' heightened needs. Ultimately, supporting teacher capabilities through context-relevant professional development is key for actualizing inclusive rights among Lebanon’s crisis-affected learners missing specialized assistance.