Faculty Publications

Inclusive Education Practices Among Educators in Jordan and the United States: Cross-National Comparison and the Influence of Formal Training

Document Type

Article

Keywords

disability, Inclusive education, Jordan, scale validation, special education, United States

Journal/Book/Conference Title

International Journal of Disability, Development and Education

Abstract

This cross-national comparative study validated a newly developed scale measuring educators’ implementation of inclusive education practices in Jordan and the United States and examined differences between the two countries, as well as the influence of formal training on these practices. A total of 275 educators (162 Jordanian, 113 U.S.) completed a 28-item survey assessing six domains: Classroom Environment and Accessibility, Curriculum and Instruction, Universal Design for Learning, Collaboration and Support, Behavioural and Social-Emotional Support, and Social-Emotional Learning. Confirmatory factor analysis supported the instrument’s construct validity in both samples, with acceptable to excellent model fit and strong internal consistency reliability. Comparative analyses revealed significantly higher mean scores across all domains for U.S. educators compared to their Jordanian counterparts, even after controlling for gender, age, education level, and formal training status. Additionally, formal inclusive education or special education training was significantly associated with higher inclusive practice scores across domains. These findings highlight cross-cultural differences in inclusive education implementation and emphasise the positive impact of formal training on educators’ inclusive practices. Implications for policy and professional development in diverse educational contexts are discussed.

Department

Department of Mathematics

Original Publication Date

2-25-2026

DOI of published version

10.1080/1034912X.2026.2635946

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