Inclusion of Children with Disabilities in Public Schools in Egypt: An Appraisal Theory Based Analysis of Teachers’ Attitudes | ||
| Helwan Journal of English Studies | ||
| Volume 02, Issue 01, 2023, Pages 78-94 PDF (701.95 K) | ||
| Document Type: Research Papers/Extracts from dissertations | ||
| DOI: 10.21608/hies.2025.363293.1011 | ||
| Author | ||
| Amira Salama Goda Afifi* | ||
| 64 Mahmoud Elgendy street- close to Nozha metro station- Gesr Elsuez- Cairo | ||
| Abstract | ||
| This study proposes an analysis of the appraisal resources in teachers’ interviews about the inclusion of children with disabilities (CWDs) in public schools in Egypt. The purpose of the study is to explore attitudes towards the Ministry of Education’s (MoE) inclusion policy and the approach applied in schools with the aim to provide a deeper understanding of school realities and the reasons for these attitudes. This study adopts Halliday and Matthiessen’s (1999) approach to understanding language as not only a reflection of reality, but rather a creator of it. Changing the behavior towards CWDs requires changing attitudes since behavior is influenced by attitudes, subjective norms and other factors of social environment (Ajken, 1991). Through analyzing teachers’ attitudes in the context of schools, insights into teachers’ behaviors towards creating inclusive classrooms can be obtained. This study, thus, uses Martin and White’s (2005) attitude domain, namely affect, judgment, and appreciation to analyze teachers’ interviews about CWD’s inclusion in public schools. The findings of this study show that some teachers have negative attitudes towards inclusion evident in their linguistic choices while others see it as a positive step; however, they all agree that improvements should be made to make it more effective. | ||
| Keywords | ||
| Appraisal Theory; inclusion; disability; teachers’ attitudes; public schools | ||
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