Adapted Physical Education in Middle East Countries

Abstract

Most countries in the Middle East consider education tobe crucial for development and progress. Governmentsof these countries strive to provide an organized educational setting for their citizens and offer free education for both students with and without disabilities atall educational levels, which include elementary, middle,and high schools. However, the vast majority of maleand female students with disabilities in the Middle Eaststill receive their education in separate schools. In addition, many world educational experts (Bursuck & Friend,2002; Gouveia, 1997; Sharpe, 2003; Starr, 2001) andlocal specialists (Alkhateb & Alhadedy, 2011; Alromeh,2010, Alsalhe, 2011; AlZahrani, 2008) have stated that including students with disabilities in general classes, even in physical education, will generate both educational andsocial benefits for both students with and without disabilities. Some countries in the Middle East such as SaudiArabia are still in the initial stage of considering theimplementation of the inclusion concept in their publicschools, including physical education. A country like theUnited States has implemented this concept for at least30 years in the public schools under the labels of main- streaming (Halvorsen & Neary, 2002), the Regular Education Initiative (D Alonzo, 1990), and now inclusion (Block& Vogler, 1994). This presentation seeks to address someimportant issues regarding the inclusion situation in theMiddle East. It will discuss weaknesses, strengths, laws,teachers and communities attitudes, etc