Introduction
Context and Thesis Statement Although Western countries have issued acts to support students with special needs to be taught in normal schools, as part of the inclusive education program, schools are still reluctant in receiving students with different types of disabilities, facing various challenges that refer to the prestige of the school, to meeting inclusion standards and regular examinations in this purpose or to installing increased bureaucratic educational demands (Konza, 2008). Schools’ attitudes towards the children with special educational needs vary between aiming for an inclusive education and between maintaining the elitist standards, where inclusive education is not ...
