INCLUSIVE EDUCATION: BETWEEN THEORY AND PRACTICE‎

Abstract

All children should be treated equally, feel significant and should not left out. The No Child Left Behind Act of 2001 (NCLB) focuses on supporting culturally, socioeconomically and racially diverse school district populations. Public education is a right for all well and disadvantaged children. Inclusive education treated learners fairly and with dignity regardless of their race, color, physical ability, learning styles and interests. It is a dynamic process where stereotypes, exclusion from education, inactivity, discrimination are terms that will not be tolerated anymore. Nevertheless, the activation of comprehensive education in Palestine remains limited due to the lack of skills of teachers to contain all students at all levels, and the lack of material resources, equipment and means, and therefore appropriate legislation and laws for the Palestinian context must be enacted to facilitate the integration of people with special needs into our schools. Therefore, this study aims to highlight the history of inclusive education, its objectives, the justifications for its application, inclusive education and private education, the role of teachers when applying them, and the challenges of their application in Palestine.‎ Key words: Inclusive education, challenges, Palestine.