Paving The Way For Inclusive Education In Developing Countries Through RTI: A Focus On Egypt

Abstract

This study aims to promote Inclusive Education (IE) in schools in Egypt. While the country established laws promoting IE, various factors are hindering inclusion from being implemented. The study addresses: 1) teachers’ perceived competence in teaching inclusively; 2) measuring their attitudes towards IE; 3) assessing the relationship between both factors; 4) offering practical strategies following the RTI model that could be implemented in Egypt to pave the way for IE. Two scales were used: the Questionnaire on Teachers’ Diagnostic Competence Related to Classroom-based Assessment in Inclusive Schools (DaCI) and the Teachers' Attitudes Towards Inclusion Scale (TAIS). 31 private school teachers in Egypt participated in the study. Results showed that teachers perceived having high levels of perceived competence, specifically in Instructional Decision-Making and Educational Assessment, and they scored lower in Identification of Students with Special Educational Needs. Teachers’ attitudes towards IE were largely negative, with low scores in Implications of Inclusion for Teaching Practice and an overall low score for TAIS. No statistically significant correlation was found between perceived competence and attitudes from the Pearson correlation analysis. Practical recommendations focused on changing the terminology used in education, accepting differences between students, and providing basic training for teachers. Additional recommendations included collaborating with experts in the field, and providing cost-efficient screenings and progress monitoring tools to recognize students’ areas of need and how they can be better supported.