Abstract
Jordanian schools have hosted thousands of Syrian refugees in the last decade. This qualitative study aimed to identify inclusive education practices used with Syrian refugee children with disabilities in Jordanian schools. Ten schools were evaluated using observation and data analysis methods and semi-structured interviews with four teachers and five refugee children with disabilities' parents. This study's results revealed that Jordanian schools lack the minimum inclusive education standards for refugee children with disabilities regarding legislation, accessibility, modifications, and accommodations. Four themes have emerged from the data, observations, and interviews' analysis that represent the main challenges facing the inclusive education practices in refugee children with disabilities schools. These themes were: schools' capacity, financial limitations, program availability, and teachers' qualifications. Finally, a set of recommendations and suggestions to enhance the best practices of inclusive education for refugee children with disabilities were provided.
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