Abstract

The aim of this study was to compare and contrast the Jordanian Ministry of Education ideal quality teaching practices with the actual quality teaching practices in inclusive primary classrooms. The study was restricted to seven primary school teachers in Jordan. A qualitative approach of data gathering and analysis was used. For data gathering: observations and documents analyses were used. One key finding was that there were some congruities between the ideal and the actual quality teaching practices. The results of this study were discussed. Future directions for policy and practices were presented.

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