The Inclusivity of Disability Principles in the Early Elementary Curriculum of Jordanian Schools: An Analytic Study

Heyam Oqla  Al Momani; Hanan Ghazi AL-Younis; Zain saleh Al-Kayed

doi:10.63332/joph.v5i1.612

The Inclusivity of Disability Principles in the Early Elementary Curriculum of Jordanian Schools: An Analytic Study

Authors

Heyam Oqla Al Momani Assistant professor in social studies curricula & teaching methods- Department of Basic Sciences, Ajloun University College, Al-Balqa Applied University; Jordan
Hanan Ghazi AL-Younis PHD in social studies curricula & teaching methods; Ajloun University College; Al-Balqa Applied University; Jordan
Zain saleh Al-Kayed Associate professor of special education, Ajloun University College, Al-Balqa Applied University; Jordan

DOI:

https://doi.org/10.63332/joph.v5i1.612

Keywords:

Disability, Early Elementary Education, School Textbook

Abstract

This study aimed to know to what degree the inclusivity of disability principles in the early elementary curriculum of Jordanian schools is an analytic study. Samples were taken from 36 school books in the elementary phase, from 1st grade to 4th grade. Researchers used a Content Analysis Form to achieve this study. It included all the topics in all the books of the lower essential stage curriculum in Jordan. Besides, appropriate scientific methods verified their validity and reliability. Statistical processing: The frequencies and percentages of recurring disability concepts included in the lower elementary stage curriculum in Jordan were calculated. The researchers concluded that no concepts of disability are included in the books on the lower essential stage in Jordan.

Downloads

Published

2025-04-06

How to Cite

Al Momani, H. O., AL-Younis, H. G., & Al-Kayed, Z. saleh. (2025). The Inclusivity of Disability Principles in the Early Elementary Curriculum of Jordanian Schools: An Analytic Study. Journal of Posthumanism, 5(1), 804–814. https://doi.org/10.63332/joph.v5i1.612