000			04443nam a22004451i 4500
001			BRILL9789462099234
003			nllekb
005			20260610104916.0
007			cr un uuuua
008			191130s2015 ne sb 001 0 eng d
020			_a9789462099234 _q(electronic book)
020			_z9789462099227 _q(print)
024	7		_a10.1007/978-94-6209-923-4 _2DOI
035			_a(OCoLC)900864480
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLC4015
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a371.9046096 _223
100	1		_aHassanein, Elsayed Elshabrawy Ahmad, _eauthor.
245	1	0	_aInclusion, Disability and Culture / _cElsayed Elshabrawy Ahmad Hassanein.
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2015.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aStudies in Inclusive Education ; _v28
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material / _rElsayed Elshabrawy and Ahmad Hassanein -- Religion and Disability / _rElsayed Elshabrawy and Ahmad Hassanein -- Perspectives on Disability and Inclusion / _rElsayed Elshabrawy and Ahmad Hassanein -- Teachers’ Attitudes towards Inclusion / _rElsayed Elshabrawy and Ahmad Hassanein -- Methodology and Design of the Study / _rElsayed Elshabrawy and Ahmad Hassanein -- Egyptian Teachers’ Attitudes towards Inclusion / _rElsayed Elshabrawy and Ahmad Hassanein -- Inclusion: Barriers and Change / _rElsayed Elshabrawy and Ahmad Hassanein -- Inclusion and Disability / _rElsayed Elshabrawy and Ahmad Hassanein -- Conclusion and Reflections for Educational Reform / _rElsayed Elshabrawy and Ahmad Hassanein -- Bibliography / _rElsayed Elshabrawy and Ahmad Hassanein.
520			_aThis 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 “psychological” concept of “attitude” that has been represented in the literature simply as a matter of acceptance or rejection. Inclusion, Disability and Culture shows that “attitude” is a complex and context-dependent issue that can’t 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 can’t be underestimated in understanding teachers’ attitudes towards a complex issue like inclusion.
588			_aDescription based on print version record.
650		0	_aChildren with disabilities _xEducation.
650		0	_aInclusive education.
650		0	_aMainstreaming in education.
776	0	8	_iPrint version: _tInclusion, Disability and Culture, _dLeiden Boston : Brill | Sense, 2015 _w9789462099227
830		0	_aStudies in Inclusive Education ; _v28.
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6209-923-4
999			_c17421 _d17421