Journal of Education & Social Policy

Evaluation of Right to Education Capacity Building Project
Ola M Khalili

Summary of the study
The resource rooms project had been carried out by the ministry of education and higher education at 2005. It is directed to students with mental disability and learning difficulties. The number of the resource rooms was 3 on 2005 while its about 87 room for the school year 2013-2014. During 2012 - 2014, the ministry, through the general directorate of counseling and special education (GDCSE), offered several training programs that were directed to special education supervisors (SESs) and inclusive education counselors (IECs) and resource room teachers (RRTs). The purpose of the evaluation is to determine the quality assurance mechanism of teaching methods in the resource rooms and integrated classes; to determine established procedures for training of newly appointed teachers for resource rooms and integrated classes; and to determine the sustainability regarding capacity development in special education issues. To achieve the study objectives, the qualitative paradigm was used where field observation was carried out and eight RRTs were interviewed. In addition, three SESs were interviewed separately, and 16 ICSs were interviewed through two focus groups, two policy and decision makers in the MOEHE were interviewed, and three of the staff in DSSE who are responsible of planning, implementing and following-up the training programs. The data was collected during the second semester of the 2013-2014 academic years. The results showed that teaching in RRs follow similar pattern and that there is no diagnosis for students' learning difficulties in the RRs. The results indicated that RRT received limited support from parents and school Mathematics and Arabic language teachers. RRTc. IESs, SESs asked GDCSE to study the training programs carefully so that to avoid offering similar training programs and make sure that the training programs include practical training experiences. The recommendations include the necessity to provide students with supportive teaching in their regular classrooms and when they become fifth graders, and the necessity to modify the structure of RR program so that the number of needed classes for the students are determined based on students' needs and learning difficulties, and to make sure that the training programs include practical training experiences.

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