Beyond the Handicaps%253A An Ethnographic Analysis of School and Social Lives of Inclusive Students

This study aims to identify inclusive students%252339%253B problems in the school and classroom culture and determine the appropriate activities and shortcomings in inclusive practices. One of the qualitative research methods, Ethnography is employed as research design. Therefore, detailed observation is utilized to observe 4 students with special needs having features of their equivalent disability group. Besides, field notes and interviews are used to support data. Obtained data are analyzed through content analysis. Concordantly, themes and sub-themes are categorized. Results of the analysis reveal following findings%253A Students with special needs take pleasure in sharing the same environment with %252339%253Bnormal%252339%253B-progress students thus%253B they leap forward to socialization. Equally important, appropriate activity and practice choice of the classroom teachers facilitate inclusive students%252339%253B willingness. Additionally, inclusive education serves its purpose when the parents, school administrators and the involved teachers duly perform their duties collaboratively. Main problems encountered in inclusive education entail peer acceptance and improper practices in class activities. Another conclusion drawn from the study is that inclusive education teachers fail to perform practices effectively. Accordingly, it can be recommended that in-service training programs for inclusive education teachers are to be structured as part of their professional development