Abstract/Notes: Inclusive education means that exceptional children (EC) can fully participate in the learning process alongside their typically developing peers, supported by reasonable accommodations and teaching strategies that are tailored to meet their individual needs. The main goal of inclusion policies for EC is to provide high-quality education for all without discrimination and to ensure the implementation of equal opportunity principles. The primary purpose of this study is to explore the reality of inclusive education systems in Egypt and the United States (US) and to develop a better understanding of similarities and differences and thus identify the lessons learned. The study applied a comparative analysis method. Research findings revealed that the progress towards inclusion practices in Egyptian inclusive public schools is minimal and hindered by many challenges. Among them are lacking financial resources and a shortage of qualified teachers trained to differentiate curricula for EC. Based on the research findings, the study concludes with recommendations to improve the Egyptian inclusive education for EC.
Rinkyōshin kyōiku kaikaku no dodai-tsukuri wa montessōri kyōiku de / 臨教審・教育改革の土台作りはモンテッソーリ教育で [Montessori Education as Foundation for the Education Reform by the Ad-Hoc Commission on Education]
Amerika no montessōri kyōiku -- Shikago MECA - Seton sukūru shōkai / アメリカのモンテッソーリ教育--シカゴ・MECA-Setonスクール紹介 [Montessori Education in Chicago: Introducing the Chicago MECA-Seton School]
Shohyō sentomontessōrisukūru-hen Kai Jinko-yaku “montessōri-hō ni yoru yōji to taiiku” / 書評 セントモンテッソーリスクール編甲斐仁子訳『モンテッソーリ法による幼児と体育』 [St. Montessori School ed. Translated by Kimiko Kai "Toddlers and physical education through the Montessori method" (book review)]
