PROBLEMS FACING THE PROCESS OF INTEGRATING STUDENTS WITH DISABILITIES INTO PUBLIC SCHOOLS IN JORDAN FROM THE PERSPECTIVE OF EDUCATIONAL COUNSELORS

Abstract

This study explores the challenges associated with integrating students with disabilities into public schools in Jordan, focusing on the perspectives of educational counselors as key stakeholders in the inclusive education process. Despite the country's legislative and policy-level commitment to inclusive education, numerous obstacles continue to hinder its effective implementation. Through qualitative data collected from interviews and questionnaires administered to educational counselors across various public schools, the research identifies key problem areas including inadequate infrastructure, insufficient teacher and counselor training, weak policy enforcement, and limited access to assistive technologies. The study also highlights the psychological and social barriers faced by students with disabilities, such as stigma, bullying, and low self-esteem, compounded by societal attitudes and cultural resistance to inclusion. Additionally, the high workload of counselors and the lack of interdisciplinary collaboration further impede support for inclusive practices. The findings suggest that for Jordan to realize its goals of inclusive education, systemic reforms must address training, funding, policy execution, and awareness at all levels. Recommendations include investing in infrastructure, developing specialized training programs, improving stakeholder coordination, and fostering inclusive values within school communities.