Drawing on research conducted in eight government secondary schools in Jordan and Lebanon in 2024, this blog sheds light on how inclusive education is understood, practiced and experienced in schools which are part of government-led inclusive education initiatives in both countries.
While there are notable similarities in policy direction and international support, the findings reveal uneven progress, persistent challenges and important lessons for moving forward. Inclusive education in Jordan and Lebanon is no longer an abstract idea—it is happening. But it is happening unevenly, often precariously, and too often without the voices of those most affected.