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Final Research Proposal-1
Final Research Proposal-1
Final Research Proposal-1
PALESTINIAN COMMUNITY
INTRODUCTION
Following the universal design concept, inclusive education involves making major adjustments
to the whole educational system. (Organization, 2011) As a concept, strategy, and a process
(including those with disability), tries to increase their capacities and enhances their aptitude in a
secure schooling. It stimulates and equips them with skills necessary to be a useful and respectful
constituent of society. This research will cover a proposed national schema to lead inclusive
education for creating positive position for disability in the Palestinian community through a
systematic approach.
Disability
Impairments
Difficulties in performing and executing activities
Difficulties with participation in any area of life.
"Disability comes from the interplay between individuals with impairments and attitudinal and
environmental barriers that prevent their full and effective involvement in society on an equal
According to World Health Organization, around one billion people worldwide live with a
functioning about 130000 of them are living in Palestine. In the first census, 1.8 percent of
Palestinians were disabled, including 1.9 percent in the West Bank and 1.6 percent in Gaza.
“Law No. 4 -1999 of disability rights” emphasises disabled people's rights (and responsibilities)
to a free and fair living, as well as equal accessibility of resources as non-disabled individuals,
and prohibits deprivation of rights based on disability. The Palestinian state is responsible for
protecting disabled people's rights and raising awareness about them. It should also ensure that
individuals with disabilities have equal educational opportunities in all aspects, as well as offer
suitable curriculum, methodologies, amenities, skilled educators and conduct disability (ies)
assessments.
International context
According to Article 26 of Universal Declaration of Human Rights: "Everyone has the right to
Special education
Special education is a notion based on the assumption that there is a unique group of students
with "special educational needs" who require special, typically separate/segregated services.
Special education has a tendency to see the issue as originating with the kid rather than with the
educational institution. It fails to recognise that many 'special' requirements of students may be
met by fundamentally improving the excellence of learning and teaching inside the regular
educational system, without any need for synchronous or separate services. Special education
ignores the fact that any kid, at some point, may have a "special" need in terms of accessing,
participating in, or excelling in school. Many children in Palestine are put in ‘special education’
settings when they might be learning and improving successfully in normal schools (if the
schools' / teachers' quality was enhanced). As a consequence, several children having the most
severe disabilities, who would otherwise need more specialised assistance, cannot get to enroll in
Integrated Education
"Integrated education" and "inclusive education" are not interchangeable. The process of
integrating excluded students (typically those with impairments) into the normal school system is
known as integrated education. Integrated education, on the other hand, does not entail major
modifications to teaching and learning methods or the educational system as a whole. The
youngster is supposed to adjust to and 'cope' with the current educational system, but no attempts
are attempted to modify it. “Integrated education” is frequently used as a bridge between
traditional and inclusive education. To date, many programs in Palestine have focused on
educational system”.
Inclusive Education
Inclusive education believes that it is not the fault of children who are unable to access,
participate in, or accomplish in school. Instead, there is a problem with the system itself. As a
result, inclusive education necessitates essential adjustments to the initial educational system
evaluation, and infrastructure, among other things in order for schooling to become versatile and
inclusion and particular efforts to provide tools or help to children who are more highly prone to
exclusion.
PROBLEM STATEMENT
The idea of this study came about as a result of discussions with some colleagues and honorable
supervisor. Differing views emerged including doubts about a standard inclusive education
particularly for disables in Palestinian community. A proposed national schema can play crucial
roles in the introducing and adopting “inclusive education” in the Palestinian community for the
heterogeneity and eradicate prejudice. Consequently, it is important for creating a fair and
inclusive society. This must be perceived as much more than a model for education delivery in
centered school is an inclusive school”. Inclusive school respects and promotes fundamental
rights of children which includes right to education, social equality, safety, healthcare,
sustenance, cultural experience, and the freedom to speak out in a democratic educational
system. This awareness of fundamental rights of children also play vital role in the growth of a
society that values variety and diversity. Separate, parallel education systems for various groups
of students are not only discriminatory, but they are also costly. It is commonly believed that
inclusive education’s cost is much less than cost of having established adequate number of
distinct specialized schools hiving the potential to facilitate all children with disabilities.
are generally less expensive than segregated systems...a single, integrated educational system
tends to be less expensive than two separate ones. By using a single system cost of
concept, approach, and continuing process, celebrates students' differences, aims to improve their
and equips students with the basic skills they need to be useful members of society. This entails
assessment, infrastructure, and other factors so that schools become more adaptable to needs of
all students. The strategy takes a 'twin-track' approach, aiming to create structural improvements
while also giving individual help. It recognises that both tracks must be implemented at the same
time in order for inclusive education to become a reality. UNESCO says that, “inclusive
education is a process of addressing and responding to the diversity of needs of all children,
youth, and adults by increasing participation in learning, cultures, and communities, and
reducing and eliminating exclusion within and from education." It comprises changes and
updates to content, methodologies, structures, and tactics... and also a view that all children
should be educated by the normal system. (Ainscow, Slee, & Best, 2019) In addition, according
to UNESCO, inclusive education is "critical to achieving high quality education for all learners
HYPOTHESIS
Explore the prospect of a project to look at the function of “decision tree” as a tool of developing
national schema that would lead to inclusive education for creation positive position for
RESEARCH OBJECTIVES
The study's overarching objective is to research and characterize a proposed national schema to
lead inclusive education for creation positive position for disability in Palestinian community. It
is the purpose of this study to understand how a proposed national schema can lead inclusive
RESEARCH QUESTION
How to formulate a proposed national schema to lead inclusive education for creation positive
LITERATURE REVIEW
People with impairments exist in all colour, gender, race, age, sexual orientation, and religion.
Well over 15 percent of total of the world's population which is about one billion are having
some kind of disability. The World Health Organization claims a total of 150 million children are
predicted to be disabled, with 80% of them residing in developing nations. (Organization, 2011).
“The World Conference on Special Needs Education” celebrated its 25th anniversary in 2019.
The Salamanca Declaration and Framework for Action on Special Needs Education, held in
Salamanca and co-organized by the Spanish Ministry of Education and Science and UNESCO, is
without a doubt the most significant international document on the subject of special education.
huge impact in the years ahead. (Ainscow et al., 2019) Within the context of the United Nations'
2030 The Sustainable Development Goals or Global Goals, UNESCO will use its unique
convening capacity to offer fresh momentum to inclusion by addressing topics such as:
How can we promote laws, policies, programmes, and practises that guarantee
What steps should governments take to put ideas into effect so that inclusive learning
environments may be created?
What proposals can we suggest to promote educational fairness and inclusion?
In order to steer the continuing development of national policies and programs, this discussion
paper examines “past, present, and future” in relation to concepts articulated in Salamanca
concepts like inclusion and equity have often stymied progress. It also demonstrates how recent
international policy texts have aided in the clarification of these notions. (Ainscow, 2019)
The growing emphasis on inclusion and equity in education has resulted from the worldwide
policy setting. It characterises the “World’s Conference on Special Needs” which was held in
Salamanca, Spain, from June 7 to 10, 1994, and the actions that resulted from it. It is critical to
analyse Salamanca's influence in the context of other worldwide developments. The UN's EFA
(Education for All) movement has worked to guarantee that every student has access to high-
quality basic education since 1990. The EFA Declaration lays forth a broad vision that entails
being proactive in recognising the impediments that certain students face in their pursuit of
opportunities for education. Also it requires recognising resources available at the regional and
local levels as well as putting them to use in the face of such challenges. The “World Education
Forum” summit in Dakar in 2000, which was held to assess the previous decade's
inclusiveness has been placed. EFA (Education For All) should prioritise the requirements of the
underprivileged and poor, which include child workers, isolated rural residents and tribespeople,
ethnolinguistic minority communities, children and youth impacted by violence, Aids, lack of
food, and health problems, and those with special educational needs, according to the report. The
delegates agreed on the Dakar Framework for Action, confirming their determination to achieve
“Education for All”. Focused on evaluating the notion of inclusive education and the extent to
which it is being implemented in Palestinian schools. The report also addresses the difficulties
that school staff members experience while adopting inclusive education in their classrooms. The
researcher employed a descriptive technique to meet the study's objectives. The researcher spoke
with 30 instructors who were picked at random from 10 UN Relief and Works Agency
(UNRWA) schools in Gaza's central district. Six questions were asked during the interview. The
outcomes were favourable because the instructors effectively used the resources from the
inclusive education project. Teachers demonstrated the challenges they have while implementing
inclusion, as well as techniques and solutions for overcoming them. The study suggests that
stakeholders offer appropriate training for school workers and provide schools with instruments
and resources to aid in the implementation of the effort. (ALADINI, 2020) . Ware and Jean
examine the impact of devolution on educational policy in Wales, as well as the implications of
inclusive classroom education. It is set against the backdrop of Wales' population, that are
claimed to have significant influence on policies and overall nature of education programs. First
focus of the conversation is on concerns concerning the Welsh language. The article then
discusses the potential impact of four policy initiatives designed to address Wales' weak results
in the International student Assessment, and also the Fact Sheet on revamping Wales' special
educational system. This is too early to predict how these improvements will affect students with
special needs, but the differences from the English revisions highlight the underlying
inconsistencies in special education systems. The Tabberer Report's legitimate criticism of the
Welsh teacher education system, which highlights the importance of teacher development being
education in Wales for all children; however, massive investment and a readiness to adoption
and application conflicts between the various initiatives are required to accomplish such an
outcome. (Ware, 2014) .Tobias Buchner and Michelle Proyer are worried about the current state
of inclusive education policy in Austria and their influence on teacher education. Most policies
analyses included a teacher education policy changes for inclusive education, whereby it, while
model narratives, like binary student categories (disabled) founded in the 1960s. (Buchner &
Proyer, 2020)
The purpose of Kathryn Ann Botham’s research was to determine the influence of an
institutional CPD scheme associated to the UK PSF and through questionnaire and interview,
leading to HEA Fellowship on the views of academic personnel. The research shows that
participating in a HEA-accredited PSF program affects a scheme applicant's perception of their
work and improves colleagues' academic growth through mentorship and leadership. (Botham,
2018).
CONCEPTUAL FRAMEWORK
Practice
School systems must have approaches for
Policies inspiring the involvement, cooperation
In important policy texts, the advocacy of and accomplishment of all students from
inclusive education must be prominently their local communities.
highlighted. Learners who are at risk of
Senior officers have to provide solid marginalization, exclusion, or
leadership on inclusive education. underperformance must be supported in
Leaderships must identify clear stated school.
goals for the development of inclusive Teachers in training must be prepared to
educational practices. cope with a broad spectrum of students,
Non-inclusive educational practices must including those having disabilities.
be challenged by leaders at all levels. Teachers must be able to participate in
ongoing professional development related
to inclusive practices.
METHODOLOGY
Research approach which has been chosen is based on decision tree and its evaluation, since the
study is about individuals which are disabled and making inclusive education possible for them
in Palestinian community, it is aimed to gain a deeper and more practical implementation of the
proposed national schema. This research looked at experts' perspectives on the development of
the National Schema, as well as their thoughts on the potential of a project that looked into the
function of decision trees as a tool for constructing the National Schema. Borg and Gall's
STUDY POPULATION
For the 2012/2013 school year, the net enrolment rate for first grade was 99.7%. In 2012/2013,
98 percent of 6-year-olds were enrolled. For 7-year-olds, it was 100% and for 17-year-olds, it
was 69%. Among 7-9-year-olds, there was a gender divide in enrolments, with boys surpassing
females. There was no difference between 10-11-year-olds and 12-17-year-olds, although there
were more girls than boys enrolled in secondary school, indicating that male dropout rates are
higher. The EFA’s “Global Monitoring Report” 2013-14 also reveals that females have a longer
school lifetime and a better transfer rate to secondary school than boys. (UNESCO, 2013) In the
West Bank, yearly dropout rates grew for both primary and secondary levels from 2008 to 2012,
whereas in Gaza, for primary annual dropout rates increased but declined for secondary level.
High dropout rates in East Jerusalem have been recorded, with 36 percent of Palestinian
youngsters failing to finish 12 years of education. According to the EDSP 3, 37.6 percent of
people with impairments lacked educational opportunities, 33.8 percent of those who were
enrolled and completed some schooling but quit before finishing secondary school. (Mosleh,
Aljeesh, & Dalal, 2016). According to the EDSP 3, in the West Bank, disability affect less than 1
percent of the total number of students in public schools. According to poll by the “Palestinian
Central Bureau of Statistics” in 2011, 7% of the Palestinian population has a handicap. These
findings imply that many children with disabilities in Palestine are now unable to attend public
schools. However, there is no up-to-date database that records information about disabled
children. Dropout rates, gender - based discrimination, and minimal enrollments among disabled
children in public schools highlight the demand for a greater emphasis on comprehending why
certain children are unable to access or remain in school, as well as what could be addressed that
will render education more meaningful, responsive, and beneficial to them (i.e. inclusive).
STUDY SAMPLE
A pilot study as proof-of-concept research for the national schema has been carried out.
The study required the participation of a group of experts to reflect the range of experiences,
academic qualifications, and professional roles. A formal research sample is made up of a group
of pupils.
compact form. For calculations, each green uncertainty node is connected to each of the branches
that follow it. Only the uncertainties that had the greatest impact on the predicted profitability of
the invention were included in the condensed decision tree. The sample decision tree was built
using an influence diagram. This study's research approach was based on Borg and Gall's R& D
ways. As a result, the criteria for each phase of the R&D process were meticulously followed.
The seven-step development cycle that was employed in this study is described in this section.
Field-testing, assessment, and refining are all part of the process of developing viable
educational goods and programmes. Using the R&D process, the development of producing
mooc may be possible. The purpose of the R&D process is to connect educational research with
educational practise.
Disseminating Revising
Revising Final Operational Main Field
and Operational
Product Field Testing Testing
Implementing Product
Research begins with a review of relevant literature, a need analysis, and the creation of a
framework.
2. Planning:
establishing objectives for each stage, and planning research steps and the necessary
feasibility studies.
This process involves producing and analysing the supporting components, as well as the
guidelines and manuals, to create the preliminary educational product, also known as a
trial product.
The preliminary product is evaluated on a small scale with a few selected parties (3-4)
through interview, questionnaire, or observation in order to obtain and assess data for the
next step.
The preliminary/trial product is updated using the information acquired in step four.
Depending on the outcomes of the trial product, the modification is likely to be done
more than once. The modification is now ready for further rigorous testing.
This process is also known as primary testing, and it involves exposing the improved
educational product to a larger number of people (5-15). The data is frequently gathered
using a qualitative manner. Some goods require an experimental study design in order to
step six. The product is subsequently turned into an operational model design that can be
tested.
operational model (30-40). The data serve as the foundation for the final revision of the
product. Its goal is to see if the approach is ready to be used in educational settings
Step eight involves totally revising the product based on the new information and
disseminate the product to the general public, particularly in the sector of education.
GANTT CHART
Proposed National schema to lead inclusive education for
creation positive position for disability in the Palestinian
community
Thesis writing
Presentation
Final Tests
Finalizing
Adjesting and Changing
Testing Machine
Accembling All equipments
Finding sensorss and other electrical equipements
Designing of Frame
1-Dec 20-Jan 11-Mar 30-Apr 19-Jun 8-Aug 27-Sep 16-Nov
REFERENCES (APA)
Ainscow, Mel. (2019). Ainscow, M. Slee, R. & Best, M.(2019) Editorial: the Salamanca Statement: 25
years on, International Journal of Inclusive Education. International Journal of Inclusive
Education, 23(7/8).
Ainscow, Mel, Slee, Roger, & Best, Marnie. (2019). the Salamanca Statement: 25 years on: Taylor &
Francis.
ALADINI, ALAA. (2020). Inclusive Education from the Teachers’ Perspectives in Palestine. Creative
Education, 11, 2443.
Botham, Kathryn Ann. (2018). The perceived impact on academics’ teaching practice of engaging with a
higher education institution’s CPD scheme. Innovations in education and teaching international,
55(2), 164-175.
Buchner, Tobias, & Proyer, Michelle. (2020). From special to inclusive education policies in Austria–
developments and implications for schools and teacher education. European Journal of Teacher
Education, 43(1), 83-94.
Mosleh, Marwan, Aljeesh, Yousef I, & Dalal, Koustuv. (2016). Burden of chronic disease in the Palestinian
healthcare sector using Disability-Adjusted Life Years (DALY), Palestine. Diversity and equality in
health and care, 13(3).
Organization, World Health. (2011). World report on disability 2011: World Health organization.
UNESCO, Teaching. (2013). learning: Achieving quality for all. The EFA global monitoring report, Paris
http://unesco. nl/sites/default/files/dossier/gmr_2013-4. pdf.
Ware, Jean. (2014). Curriculum considerations in meeting the educational needs of learners with severe
intellectual disabilities. The SAGE Handbook of Special Education: Two Volume Set, 491-503.