Examining Teachers’ Attitudes and the Obstacles They Face in Implementing Inclusive Education in Lebanese Private English-Speaking Elementary Schools

Abstract

This study explores teachers’ attitudes towards inclusive education and the obstacles they face when implementing inclusive education in private English- speaking elementary schools. While Lebanon is implementing inclusive education across schools, challenges persist. A mixed-methods research design was employed. Quantitative data were collected through a questionnaire that included demographic information and Likert-scale items measuring teachers’ attitudes toward inclusive education, collaboration with colleagues, school-level support, and familiarity with learning disabilities and inclusive practices, as well as differences across demographic variables. Qualitative data were gathered through open-ended questionnaire responses and semi- structured interviews to gain in-depth insight into the obstacles teachers face and the strategies they use to support students with learning disabilities. The findings show that teachers generally hold positive attitudes toward inclusive education; however, their ability to implement inclusive practices is constrained by interconnected structural and instructional barriers, including time pressure, increased workload, limited training, insufficient resources, weak collaboration structures, and rigid curricular demands. Although teachers often demonstrate commitment to inclusion and rely on adaptive classroom strategies, inclusive practices frequently depend on individual effort rather than consistent school-level support. These results highlight the need to strengthen professional development, collaboration structures, and institutional support, and suggest that inclusive education in Lebanese private elementary schools should be approached as a systemic responsibility rather than an individual teacher task.