Intro
Preface
Contents
List of Figures
List of Tables
Abbreviations
Chapter 1: Equitable and Inclusive Education in Lebanon: Policies and Practices for Special Needs Learners in Lebanon
1.1 The Educational System in Lebanon: An Overview
1.2 Structure of the Educational System in Lebanon
1.3 Educational Provision and School Enrollment in Lebanon
1.4 Endorsement of International Conventions and Resolutions
1.5 Inclusive Education Models in Private Schools in Lebanon
1.6 Inclusive Education-Related Lebanese Policy: Law 220/2000 and Related Decrees

1.7 The National Educational Plan on Inclusive Education for Children with SEN
1.8 Role of International Organizations
1.9 Role of Higher Education Institutions in Lebanon
1.10 Conclusion
1.11 Recommendations for a National Policy on Inclusive Education in Lebanon
References
Chapter 2: Inclusive Education in Lebanon: An Overview of the Concept and Its Implementation
2.1 Introduction
2.2 Background on Inclusion
2.3 Background on Inclusion in Lebanon
2.4 Laws and Decrees Related to the Education of Persons with Disabilities in Lebanon

2.5 The Concept of Inclusive Education in Lebanon
2.6 The National Public Inclusive Schools Project
2.7 Why Study Inclusive Education
2.8 Researching Students' Perspectives on School Inclusion
2.9 Why Study Inclusive Education in Lebanon
2.10 Conclusion
References
Chapter 3: Student Populations in Inclusive Educational Settings Around the Globe and Lebanon
3.1 Introduction
3.2 A Changing Society
3.3 Special Educational Needs (SEN)
3.4 Defining Students with SEN, LD, and/or Giftedness
3.5 Defining Students Without SEN: Regular Students
3.6 Conclusion

References
Chapter 4: Historical and Theoretical Approaches to Inclusive Education
4.1 Conceptions of Inclusion
4.1.1 From Exclusion to Inclusion: The Historical Progression of Special Education
4.1.2 Inclusion as a Derivative of Social Justice and Equity in Education
4.1.3 An Analysis of the Concept of Inclusion vis-à-vis Inclusive Education
4.1.4 Justifying Inclusion
4.1.5 Differences Across Countries and Within Countries
4.1.6 Delivery Models: A Sociocultural Perspective
4.1.7 Challenges and New Approaches

4.2 Theoretical Bases of Inclusion: Vygotsky's Sociocultural Theory
4.3 Approaches of Sociocultural Theory in Inclusion
4.3.1 Scaffolding
4.3.2 Zone of Proximal Development
4.3.3 Joint Productive Activity
4.3.4 Instructional Conversation
4.4 Conclusion
References
Chapter 5: Performance of Students With and Without Special Educational Needs
5.1 Introduction
5.2 Impact of Multiple Factors on Inclusive Practices and Students' Performance
5.3 Performance of Gifted Students in Inclusive Settings
5.4 Performance of Students with Learning Disabilities in Inclusive Settings