@article{1484156,
      recid = {1484156},
      author = {Jouni, Nidal, and Al-Hroub, Anies,},
      title = {School inclusion in Lebanon : integrating research on  students with giftedness and learning disabilities into  practice /},
      pages = {1 online resource (xvi, 258 pages) :},
      note = {Includes index.},
      abstract = {This book addresses the impact of inclusion on the  performance of students with and without special needs in  Lebanese schools. It examines the performance of regular  students to the performance of students with learning  disabilities (LD) and gifted students as perceived by them  to identify the population that is best served by  inclusion. The book investigates three domains affecting  student performance in inclusive settings: management and  organization. Teaching and learning, and student support  and school ethos. In addition, it compares the ways in  which these domains affect student performance for each  population. In addition, the book presents a detailed  description of the inclusive practices that affect student  performance and the indicators that contribute most  positively to fostering the performance of regular  students, gifted students, and students with LD. Finally,  it describes the inclusion model applied and proved  empirically to affect the positive performance of all  student groups as a response to the increasing call for  inclusive schooling in Lebanon. Key areas of coverage  include: Inclusive education, social justice, and equity in  Lebanese schools. Student perceptions of inclusion in  Lebanon. Inclusion of gifted learners and students with  learning disabilities. Comparison of student performance  among different populations in inclusive settings. Domains  affecting student performance in inclusive settings  Proposed model of student inclusion in Lebanese schools.  School Inclusion in Lebanon is an essential resource for  researchers, professionals and policymakers, and graduate  students in such interrelated fields as school psychology,  inclusive education / educational psychology, and social  work.},
      url = {http://library.usi.edu/record/1484156},
      doi = {https://doi.org/10.1007/978-3-031-34779-5},
}