Developing quality standards for inclusive education and inspecting its degree of applicability on the programs offered in Jordan

Ahmad S. Algolaylat, Jamil Smadi


This study aimed to develop standards for quality inclusive education and inspecting its degree of applicability to the programs offered in jordan The sample of study consisted of (50) school implementing Inclusive Education from both governmental and private sector, schools were selected from Amman.
To achieve the aim of the study the tool, the author developed a tool for the quality indicators of the Inclusive Education consisted of (200) indicators distributed among nine dimensions (subscales): Policy and Strategic Planning, Administration and Staff, Evaluation, Physical Environment, Educational Programs Transitional and Professional Services, Cooperation and Coordination, Professional and Ethical Practices, and Evaluation Programs. The tool showed accepted validity and reliability indicators.
The results of the study showed that the Inclusive Education Programs were committed high with evaluation indicators with a mean ( ). Further more results of the study showed that there are three domains rated to be average degree of applicability, they are: Administration and Staff was ( ), Physical Environment was ( ), Educational Programs was ( ).
The results showed also that the rest of the domains were rated with a low degree of applicability. They were of Policy and Strategic Planning was ( ) Transitional and Professional Services, was ( ), Cooperation and Coordination ( ), Professional and Ethical Practices was ( ), and the least degree was for the program evaluation efficiency domain with a mean of ( ).


Quality standards; Inclusive Education


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