Inclusion, Disability and Culture (Studies in Inclusive Education, 28)

This Book Examines Some Theoretical And Empirical Aspects About Complexities Of Inclusion, Disability And Culture. It Challenges The Globalized Technical And Reductionist Approach Of Inclusion And Argues That Concepts Of Disability And Inclusion Are Culturally Constructed. Disability And Inclusion Are Concepts Which Do Not Define A Global Agenda, In The Sense That One Size Fits All. Rather They Should Be Seen As Being Completely Context Dependent And That They Should Be Deconstructed With Respect To Specific Cultural Contexts, With Respects To Society, Ethics, Religion And History. The Main Argument Of The Book Is That Many Cultural Backgrounds, Including Egyptians, Have Their Own Long-standing Beliefs And Practices Which Do Not Define Or Address Disability In The Same Way As Western Culture. Such Cultural Differences In Understanding Disability May Lead To Different Understandings, Conceptualizations And Practices Of Inclusion.^ The Book Articulates Disability And Inclusion Within A Socio-ethical-religious Discourse Based On The Islamic Underpinnings Of Equality And Differences. This Discourse Enhances And Supports The Calls For Considering Inclusion And Disability Within A Cultural Model That Takes Into Account The Common Values About Disability In Any Given Context Which Consequently Will Affect The Way Educational Provision Is Provided In That Context. Finally, The Book Challenges The ℓ́ℓpsychologicalℓ́ℓ Concept Of ℓ́ℓattitudeℓ́ℓ That Has Been Represented In The Literature Simply As A Matter Of Acceptance Or Rejection. Inclusion, Disability And Culture Shows That ℓ́ℓattitudeℓ́ℓ Is A Complex And Context-dependent Issue That Canℓ́ℓt Be Understood In Isolation From The Wider Context Within Which Such Responses Were Created.^ Specifically, The Role Of The Social Views About Disability, Religious Values, School Cultures, Educational System And Structural And Organizational Constraints Canℓ́ℓt Be Underestimated In Understanding Teachersℓ́ℓ Attitudes Towards A Complex Issue Like Inclusion. Elsayed Elshabrawy Ahmad Hassanein, Al-azhar University, Cairo, Egypt. Includes Bibliographical References (pages 195-211). This Book Examines Some Theoretical And Empirical Aspects About Complexities Of Inclusion, Disability And Culture. It Challenges The Globalized Technical And Reductionist Approach Of Inclusion And Argues That Concepts Of Disability And Inclusion Are Culturally Constructed. Disability And Inclusion Are Concepts Which Do Not Define A Global Agenda, In The Sense That One Size Fits All. Rather They Should Be Seen As Being Completely Context Dependent And That They Should Be Deconstructed With Respect To Specific Cultural Contexts, With Respects To Society, Ethics, Religion And History. The Main Argument Of The Book Is That Many Cultural Backgrounds, Including Egyptians, Have Their Own Long-standing Beliefs And Practices Which Do Not Define Or Address Disability In The Same Way As Western Culture. Such Cultural Differences In Understanding Disability May Lead To Different Understandings, Conceptualizations And Practices Of Inclusion.^ The Book Articulates Disability And Inclusion Within A Socio-ethical-religious Discourse Based On The Islamic Underpinnings Of Equality And Differences. This Discourse Enhances And Supports The Calls For Considering Inclusion And Disability Within A Cultural Model That Takes Into Account The Common Values About Disability In Any Given Context Which Consequently Will Affect The Way Educational Provision Is Provided In That Context. Finally, The Book Challenges The ĺlpsychologicalĺl Concept Of ĺlattitudeĺl That Has Been Represented In The Literature Simply As A Matter Of Acceptance Or Rejection. Inclusion, Disability And Culture Shows That ĺlattitudeĺl Is A Complex And Context-dependent Issue That Canĺlt Be Understood In Isolation From The Wider Context Within Which Such Responses Were Created.^ Specifically, The Role Of The Social Views About Disability, Religious Values, School Cultures, Educational System And Structural And Organizational Constraints Canĺlt Be Underestimated In Understanding Teachersĺl Attitudes Towards A Complex Issue Like Inclusion. Elsayed Elshabrawy Ahmad Hassanein, Al-azhar University, Cairo, Egypt. Includes Bibliographical References (pages 195-211). Front Matter....Pages i-vi Religion and Disability....Pages 1-21 Perspectives on Disability and Inclusion....Pages 23-45 Teachers’ Attitudes Towards Inclusion....Pages 47-67 Methodology and Design of the Study....Pages 69-91 Egyptian Teachers’ Attitudes Towards Inclusion....Pages 93-125 Inclusion....Pages 127-151 Inclusion and Disability....Pages 153-180 Conclusion and Reflections for Educational Reform....Pages 181-194 Back Matter....Pages 195-211