Effect of Awareness Program regarding Inclusion System on School Children’s Performance and Social Adaptation | ||||
| Tanta Scientific Nursing Journal | ||||
| Volume 37, Issue 2, May 2025 PDF (1.21 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/tsnj.2025.435943 | ||||
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| Authors | ||||
| Sahar Mahmoud S. El Awady1; Safaa Ramadan Ghareb2; Azza El-Sayed Ali Hegazy3; Naiema Mohamed Eleseawy4 | ||||
| 1Assist. Professor of Community Health Nursing, Faculty of Nursing, Helwan University, Egypt. | ||||
| 2Lecturer of Pediatric Nursing, Faculty of Nursing, Helwan University, Egypt. | ||||
| 3Assist. Professor of Pediatric Nursing, Faculty of Nursing, El-Fayoum University, Egypt | ||||
| 4Lecturer of Community Health Nursing, Faculty of Nursing, Helwan University, Egypt. | ||||
| Abstract | ||||
| Background: The inclusion system is designed to ensure that all students, regardless of diversity, abilities, and needs, have equal access to quality learning opportunities. Implementing an inclusion system in schools improves children’s school performance and social adaptation. Aim: This study aimed to evaluate the effect of an awareness program regarding the inclusion system on school children’s performance and social adaptation. Research design: A quasi-experimental research design was used in this study. Sample: A purposive sample comprised of 150 students. Setting: Hafez Ibrahim Experimental School in Helwan city, Cairo, Egypt. Tools: Four tools were used, Tool I: School Children Inclusion Assessment Questionnaire consisted of three parts, Part 1: Characteristics of school children, Part 2: School children’s knowledge regarding the inclusion system, Part 3: School children’s reported practices; Tool II: Attitude of School Children; Tool III: School Performance of Children & Tool IV: An observation Checklist for Children’s Social Adaptation. Results: Tenth of school children had good knowledge regarding the inclusion system pre- implementation of the awareness program, which increased significantly to most of them post-implementation. More than two-fifths of them had satisfactory reported practices before the awareness program, which improved to most of them after its implementation. Also, less than a quarter of them exhibited a positive attitude before the awareness program, rising to the majority of them post-program. Less than one-quarter of the studied children had good school performance pre-awareness program, which improved to more than three-quarters of them post-awareness program. Additionally, most of the studied children had an inadequate social adaptation pre-program, and improved to three-quarters of them had an adequate social adaptation post-program. Conclusion: School children’s knowledge level, reported practices, attitude, school performance, and social adaptation regarding the inclusion system improved significantly after implementation of the awareness program. Recommendations: Conduct further research with larger samples and in other settings for generalization | ||||
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