Contributions and implications of study

Despite the limitations outlined above, the researcher believes that this study contributes to the relevant literature in many ways. Methodologically, this study shows the value of qualitative research as it uses interviews to study how and why teachers implement inclusive education at

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schools. In addition to contributions to educational research in general, this research has several implications.

 The findings of this research suggest that there is a need for those teachers who are reluctant to accept students with disabilities in their schools in Libya, to change their perspectives and attitudes towards students with disabilities. They should become aware of the international trends and practices with regards to inclusive education and the inclusion of all children with disabilities in schools.

 The Ministry of Education needs to provide the necessary funding for implementation, adaptations and modifications to existing school structures, appropriate equipment and resources, and specialist teachers to ensure that all children with disabilities have access to education in schools within their neighbourhood and communities.

 Teachers had reservations on the inclusion of students with disabilities, because schools were not appropriately structured and resourced to accommodate the educational needs and disabilities of the students. Inclusive education should be implemented in all schools because students have the right to be educated in the school of their choice or in the school within their community and do not have to travel far from their homes to attend special schools which are available only in the cities.

 There is also need for a review of curriculum content at teacher training institutions in Libya so that teachers are well prepared to teach students with disabilities in their schools and classrooms. All teachers should now be prepared to teach all students, and teacher training institutions must review their curriculum content and make inclusive education a compulsory unit of study.

6.4.1 The need for change.

To stop the marginalisation and exclusion of students with disabilities and to enhance learning and social opportunities for students with disabilities, there have been calls in the literature for significant changes in education based on a commitment to inclusion at all levels, from policy through to classroom practice (Ballard, 2004; Booth & Ainscow, 1998).

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Many countries worldwide have adopted inclusive education in schools. Children with disabilities are now successfully included in mainstream schools. In countries like the United States of America and the UK, it is against the law to refuse enrolment of students in schools because of their disabilities.

The United Nations Convention on the Rights of People with Disabilities (2007) continues to appeal to all countries in the world to support the inclusion of people with disabilities in all aspects of life. Countries that have signed the convention recognise the value of people with disabilities and have made positive changes with regard to the education of children with disabilities.

6.4.2 The need for teacher training and specialist teachers.

There is a need for a review of the current teacher training to ensure that inclusive education is a compulsory unit of study. This research found that teachers were not prepared for the reality of teaching students with disabilities in their classes (see section 5.5.2). Teacher programmes also need to be reviewed to develop specific programmes for training mainstream classroom teachers so that they can effectively respond to the needs of all students.

There is a need for more training of specialist teachers; particularly teachers for hearing impairment and visual impairment (see section 5.5.3). There is also a great need for speech therapists, psychologists, physiotherapists and occupational therapists. These specialists are important in providing support for students with disabilities. These specialist positions are lacking in Libya. The government should provide scholarships for training in these areas so that the Ministry of Education has its own set of specialists that could assist teachers and students in their respective schools.

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6.4.3 The need for extra government funding.

The teachers in this research indicated that current government funding is not enough to meet the needs of students with disabilities in schools. The government therefore needs to provide extra funding for students with disabilities as they have special needs that require extra staffing, resources and equipment. Schools and teachers may change their attitudes if extra funding is allocated for students with disabilities in schools.

6.4.4 Review of the curriculum in schools.

The current curriculum in Libya needs to be reviewed as certain curriculum areas were found to be unsuitable for certain groups of students, particularly students with visual impairments. More practical subjects need to be provided, and students be given options to choose what is appropriate to their needs. The curriculum for students with special needs must be responsive to the needs of individual students and must facilitate maximum integration. The curriculum development unit in Libya needs to have a wider consultation with teachers, particularly teachers who have taught students with disabilities. Special education teachers need to be included in curriculum development as they are aware of the needs and abilities of students with disabilities.

6.4.5 Improvement of school facilities.

School buildings in Libya have been built without any thought for people or students with disabilities. Schools will need to adapt and modify their current school structures to suit the needs of all students with disabilities. All schools will need to have lifts and ramps to cater for students in wheelchairs and students with other physical disabilities. The government has a significant role to play in providing the necessary funding for modifications.

6.4.6 The need for appropriate equipment and resources.

The lack of appropriate equipment and resources was identified as an obstacle to the inclusion and participation of students with disabilities in schools. Schools will have to find ways and

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means of accessing this equipment and resources to ensure full inclusion and participation of students with disabilities in their schools.