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Most countries in the Middle East consider education to be crucial for development and progress. Governments of these countries strive to provide an organized educational setting for their citizens and offer free education for both students with and without disabilities at all educational levels, which include elementary, middle, and high schools. However, the vast majority of male and female students with disabilities in the Middle East still receive their education in separate schools. In addition, many world educational experts (Bursuck & Friend, 2002: Gouveia, 1997; Sharpe. 2003; Starr, 2001) and local specialists (Alkhateb & Alhadedy. 2011; Alromeh, 2010, Alsalhe, 2011; Al2ahrani, 2008) have stated that including students with disabilities in general classes, even in physical education, will generate both educational and social benefits for both students with and without disabilities. Some countries in the Middle East such as Saudi Arabia are still in the initial stage of considering the implementation of the inclusion concept in their public schools, including physical education. A country like the United States has implemented this concept for at least 30 years in the public schools under the labels of main-streaming (Halvorsen & Neary, 2002). the Regular Education Initiative (D'Alonzo, 1990), and now inclusion (Block & Vogler, 1994). This presentation seeks to address some important issues regarding the inclusion situation in the Middle East. It will discuss weaknesses, strengths, laws, teachers and Communities' attitudes. etc.


Physical Education
Prof. Tariq A. Alsalhe أ.د.طارق علي الصالحي
Hacettepe Journal of Sport Sciences, Vol. 24 ,Issue 2 ,pp105 - 110
سنة النشر
ISSN: ISSN-1300-3119
بلد النشر
الكلمات المفتاحية
التربية البدنية الخاصة, الأنشطة البدنية المعدلة, disability, attitudes, physical
تاريخ آخر تحديث : يناير 12, 2023 1:13ص