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By Elsayed Elshabrawy Ahmad Hassanein (auth.)

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It is also based on an ill-defined set of terminology (Altman, 2001). Moreover, the focus of this model on environmental factors attends only to features of the situation and ignores children’s characteristics that may be useful in explaining why they can or cannot perform (Frederickson & Cline, 2002). Analysis of the two models has brought to light certain limitations inherent in each. It seems that the medical model ignores or at least marginalizes the role of the environmental factors in constituting difficulty or SEN and the social model denies the role of the within-child factors.

140). Many other issues related to the school environment have also been criticized. , 2005; Singal, 2005). , 2003; Singal, 2005). Moreover, these studies have shown that successful inclusion can be achieved if appropriate practices and teaching methods are in place in order to achieve curricular inclusion. Social Barriers Social barriers refer to the barriers rooted in the broader social context. These always refer to the community commitment towards inclusion, social attitudes towards disabilities and parental involvement.

In the following two sections, I will discuss barriers to inclusion and the possibility of change. BARRIERS TO INCLUSION Based on the above argument, a number of studies have attempted to document the barriers that hinder adopting change related to inclusive education and some barriers have been identified. These barriers can be categorized broadly into three groups; barriers related to teachers, institutional barriers and social barriers. Barriers Related to Teachers One of the most often cited barriers to inclusion is teachers’ negative attitudes.

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