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Thesis (MEdPsych)--Stellenbosch University, 2008. / Recent developments in education have focused on exploring different ways of responding to the diverse learning needs of students. The international trend has been to move towards an inclusive approach based on democratic principles in education, including students with special educational needs in mainstream schools and classrooms. Egypt, an initial signatory to the Convention on the Rights of the Child, has not escaped the prominence of inclusive education on the international education agenda. No legislation on inclusion in schools has been promulgated in Egypt. Furthermore, information is lacking regarding teachers' attitudes towards working with students with special educational needs in mainstream classes, despite the fact that teacher attitude are instrumental in determining the success or failure of inclusive education. The aim of the research, therefore, was to identify teachers' attitudes towards inclusive education. For the purpose of this study, a non-experimental quantitative research design with specific reference to survey research was chosen. The population consisted of teachers in five schools in Alexandria and Cairo and a questionnaire was designed. Data was analysed using the statistical programme SPSS (14.0 for Windows). Results indicate that teachers in Egypt have serious reservations about the feasibility of accommodating students with special educational needs in their classrooms. Curriculum development, educational support, funding opportunities, as well as the training of teachers, need to be addressed in order to facilitate the development of inclusive educational strategies.

The formation of state borders is often told through the history of war and diplomacy. What is neglected is the tale of how borders of seemingly peaceful and long-extant places were set. In drawing Egypt’s borders, nineteenth-century cartographers were drawing upon a well of knowledge that stretched back into antiquity. Relying on the works of Greco-Roman writers and the Bible itself, cartographers and explorers used the authority of these works to make sense of unfamiliar lands, regardless of any current circumstances. The border with Palestine was determined through the usage of the Old Testament, while classical scholars like Herodotus and Ptolemy set the southern border at the Cataracts. The ancient cartography of Rome was overlaid upon the Egypt of Muhammad Ali. Given the increasing importance Egypt had to the burgeoning British Empire of the nineteenth century, how did this mesh with the influences informing cartographical representations of Egypt? This study argues that the imagined spaces created by Western cartographers informed the trajectory of Britain’s eventual conquest of Egypt. While receding as geopolitical concerns took hold, the classical and biblical influences were nonetheless part of a larger trend of Orientalism that colored the way Westerners interacted with and treated the people of Egypt and the East. By examining the maps and the terminology employed by nineteenth century scholars on Egypt’s geography, a pattern emerges that highlights how much classical and biblical texts had on the Western imagination of Egypt as the modern terms eventually superseded them.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1981. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH / Bibliography: p. 64. / by Mohamed Mahmoud El Sioufi. / M.S.

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