Essay on "Inclusion in UK and Egypt"

Essay 13 pages (4031 words) Sources: 30 Style: APA

[EXCERPT] . . . .

Inclusion in the UK and Egypt

The objective of this research is to examine inclusion in the United Kingdom and in Egypt and from the view of a lack of support for inclusion in what will be a discussion of the dilemmas that present with the practice of inclusion.

As much as teachers and schools would desire inclusion of special needs and students with disabilities in the mainstream classroom the truth is that proper preparation for this has not taken place leaving teachers and schools alike ill-prepared to meet what is a great challenge.

HISTORICAL BACKGROUND OF UNITED KINGDOM AND EGYPT

"International Experience in Including Children with Disabilities in Ordinary Schools" written by Mittler (2003) reports the experiences of various schools with the practice of inclusion. Mittler states Egypt has a "long history of separate systems of special and regular schools, with little or no previous involvement from the Ministry of Education." (p.1) The project is stated to have been undertaken by Caritas "through its SETI Centre for Advice, Studies, and Training in Mental Retardation with the support of the Ministry of Education and other NGOs." (Mittler, 2003, p.6)

In order to prepare for educating children with disabilities in the local schools an in-house training program ensued complete with a technical support team being assigned to work with the six schools that were participants in the pilot study. Mittler reports that school staff traveled to schools that were already inclusive and social workers as well as school doctors and parents of non-disabled students attended workshops. Specific attention was focused on providing the training for support teams, school principles and teachers as well as techniques for the purpose of building confidence among these individuals.

Major difficulties are reported to have been experienced in this project which is stated to include those of: (1) negative attitudes on the part of many of the participating teachers in ordinary schools; (2) the loss of key project workers to other jobs; (3) the transfer of government officials to other work; and (4) some head teachers refusing to release their staff for training."

(Mittler, 2003, p.9) Also stated is that large classes and poor facilities resulted in some of the children who were participating being withdrawn. Stated as a positive outcome was "...the possibility that the Ministry of Education became more favorably disposed to inclusive education and might assume a more positive leadership role in the future." (Mittler, 2006, p.9)

Egypt participated in Phase 2 of the program which ran from 1998 to 2001. The following were essential elements to which Egypt and other countries participating in the program had committed themselves to: (1) Preparation of clear plans, including the sustainability of the project beyond its two-year term; (2) Appointment of a national coordinator; (3) Convocation of a national task force; (4) Regular reporting at all levels; and (5) Clear means of disseminating findings and expanding project

The work of Chapin (1990) states that education in Egypt was traditionally controlled by the Ulama and Coptic clergy prior to the nineteenth century. Stated as the institutions of primary importance in Egypt were the theological seminaries however, "most mosques and churches -- even in villages -- operated basic schools where boys could learn to read and write Arabic, to do simple arithmetic and to memory passages from the Quran or Bible." (Chapin, 1990) The system of modern secular education is stated by Chapin to have been established in the early nineteenth century by Muhammad Ali for the purpose of making the provision of cadres that were technically trained for the administration of civil and military actions. Ali's grandson, Ismail is said to have expanded the system in a great way through the creation of a network of public schools and at the "primary, secondary, and higher levels." (Chapin, 1990) Ali's daughter-in-law organized the first girl's school in 1873 and the country in 1882 and 1922 under British administration failed to expand the educational system. There were however numerous public schools established which included the first secular university in Egypt. (Chapin, 1990, paraphrased) At the ending of the rule of the British a new constitutions was adopted in Egypt which is stated to have "proclaimed the state's responsibility to ensure adequate primary schools for all Egyptians." (Chapin, 1990)

Education was still only easily accessed by the elite in Egyptian society. Less than 50% of all primary school-age children were attending school in 1952, the time of the Revolution and most students who were enrolled were boys. Chapin states that approximately 75% of the children age ten or older were illiterate and over ninety percent of girls in this age group were illiterate. Opportunities for education were expanded massively by the Free Officers who made a pledge that they would make provision of free education for all citizens and that all public school fees would be abolished.

The Ministry of Education budget doubled in just ten years and spending on education by the government "grew from less than 3% of the gross domestic product (GDP) in 1952-53 to more than 5% by 1978. Expenditures on school construction increased 1,000% between 1952 and 1976, and the total number of primary schools doubled to 10,000. By the mid-1970s, the educational budget represented more than 25% of the government's total current budget expenses." (Chapin, 1990) However, the government has all but abandoned the goals for education that were set since the middle of the 1970s and the result is the public investment in "...new educational infrastructure has declined in relation to total educational expenditures; about 85% of the Ministry of Education's budget has been designated for salaries." (Chapin, 1990)

Between the academic years of 1952-1954 through 1965-66, overall enrollments more than doubled. They almost doubled again from 1965-66 through 1975-76. Since 1975 primary-school enrollments have continued to grow at an average of 4.1% annually, and intermediate school (grades seven through nine) at an average of 6.9% annually. The proportion of the population with some secondary education more than doubled between 1960 and 1976; the number of people with some university education nearly tripled. Women made great educational gains: the percentage of women with preuniversity education grew more than 300% while women with university education grew more than 600%." (Chapin, 1990)

It is reported that by the school year 1985-1986 that 84% of the children who were primary school-age were enrolled in school with only about 30% of children who were eligible attending intermediate and secondary schools. Because as many as 16% of Egyptian children were receiving no education in the 1980s, the literacy rate lagged behind the expansion in enrollments; in 1990 only 45% of the population could read and write. By 1990 Egypt's education system continued to experience problems that were persistent in nature and stated as an example in the work of Chapin is the fact that the government failed to enforce laws that made it a requirement that children primary school-age attend school. Teacher shortages became a problem that was of a chronic nature and this is particularly true in rural primary schools.

While the British ruled Egypt the perception of teaching as a career was one that held little in the way of prestige and this profession was chosen only by young people who had no other choice and in cases where it would assist them climb the rungs of the career ladder to something considered more prestigious and more lucrative such as a law career. During the 1985-86 school years there were 155,000 teachers to 9.6 million students which works out to approximately 62 students per teacher. (Chapin, 1990) According to Chapin "Some city schools were so crowded that they operated two shifts daily." (1990)

The work of Fekry, Saeed, and Thabet (2006) entitled: "Policies and Practices of Acceptance in and Admission to Egyptian Public Schools and their Impact on Children with Disability" reports the laws and legislation of Egypt stating that the 1971 Egyptian Constitution, Article 18 holds that education is "a right guaranteed by the State" and in Article 20 it is stated that "education in the educational institutions of the State is free of charge in all phases of education and is compulsory during the primary phase extending to nine years." (Fekry, Saeed, and Thabet, 2006) These laws are stated to be in reference to the right of all children to education and not to be of the nature that refers directly to children who are disabled. It is stated in Law number 68 (1968) on public education and specifically in Article 46 that: "Children residing in places more than one kilometer away from the nearest primary school shall be exempted from compulsory education as well as children with a disease (sickness) or a physical disability that prohibits them from reaching school." (Fekry, Saeed, and Thabet, 2006) Fekry, Saeed, and Thabet report that Law number 139 (1981) Article 3 states that pre-university education in the schools of the State is not only free but also is a right of all citizens.

Law number 39 and… READ MORE

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