Parents' and teachers' attitudes toward the inclusion of students with disabilities in regular schools within the Zaatari Syrian refugee camp in Jordan

This study investigated attitudes toward the inclusion of students with disabilities in regular schools within the Zaatari Syrian Refugee Camp in Jordan from the perspectives of both parents and teachers. The sample comprised 82 parents and 130 teachers. Two 30-item attitudinal scales were developed and validated to assess attitudes. The findings indicate a moderate level of positive attitudes from both parents and teachers toward including children with disabilities in mainstream education. No significant differences were observed based on the gender of the students with disabilities; however, attitudes varied significantly by disability type, favoring students with motor disabilities over those with sensory impairments, and least for those with intellectual disabilities highlighting specific areas of concern. These variations highlight the necessity for tailored interventions that address the specific needs associated with different types of disabilities. Furthermore, the findings underscore the importance of fostering inclusive educational practices within the refugee camp context, where resources may be limited, emphasizing the need for professional development programs for educators and the involvement of parents in the educational process, suggest the need for targeted interventions and professional development for teachers. This study calls for further research on effective strategies for the inclusion of children with disabilities in Syrian refugee camps to inform policy and practice.