Management of inclusive education in Oman: A framework for Action

Mahmoud Mohamed Emam*

*المؤلف المقابل لهذا العمل

نتاج البحث: المساهمة في مجلةArticleمراجعة النظراء

13 الاقتباسات (SciVal)


Inclusive education (IE) and the special education services related to it are relatively new in Oman. Efforts to manage special/inclusive education face many challenges due to a number of culturally rooted factors. Further, empirical research on IE in Oman is scarce and there is a need to advance IE discourse based on empirically validated perspectives. This article examines how IE is managed in schools from the perspective of school leaders in order to develop a framework for action. The author conducted a preliminary qualitative inquiry into how IE is understood and managed in Key stage 1 schools in Oman. The inquiry was based on a focus group interview with a cohort of 25 school leaders who were completing a two year bachelor in educational administration, an endorsement-like programme at Sultan Qaboos University. Findings showed a number of challenges and tensions between theory and practice, highlighted by school leaders. These challenges and tensions were analysed in order to map out strengths and difficulties. A three level prism shaped framework for action was developed based on the analysis. The framework for action could potentially serve to guide policy- and decision-makers, researchers, practitioners, and is advocated to develop a model of best practice for the successful implementation and management of IE in Oman.

اللغة الأصليةEnglish
الصفحات (من إلى)296-312
عدد الصفحات17
دوريةSupport for Learning
مستوى الصوت31
رقم الإصدار4
المعرِّفات الرقمية للأشياء
حالة النشرPublished - نوفمبر 1 2016

ASJC Scopus subject areas

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