Document Type : Original Article
Authors
1
Assist. Professor of Community Health Nursing, Faculty of Nursing, Helwan University, Egypt.
2
Lecturer of Pediatric Nursing, Faculty of Nursing, Helwan University, Egypt.
3
Assist. Professor of Pediatric Nursing, Faculty of Nursing, El-Fayoum University, Egypt
4
Lecturer of Community Health Nursing, Faculty of Nursing, Helwan University, Egypt.
10.21608/tsnj.2025.435943
Abstract
Background: The inclusion system is designed to ensure that all students, regardless of
diversity, abilities, and needs, have equal access to quality learning opportunities.
Implementing an inclusion system in schools improves children’s school performance and
social adaptation. Aim: This study aimed to evaluate the effect of an awareness program
regarding the inclusion system on school children’s performance and social adaptation.
Research design: A quasi-experimental research design was used in this study. Sample: A
purposive sample comprised of 150 students. Setting: Hafez Ibrahim Experimental School in
Helwan city, Cairo, Egypt. Tools: Four tools were used, Tool I: School Children Inclusion
Assessment Questionnaire consisted of three parts, Part 1: Characteristics of school children,
Part 2: School children’s knowledge regarding the inclusion system, Part 3: School children’s
reported practices; Tool II: Attitude of School Children; Tool III: School Performance of
Children & Tool IV: An observation Checklist for Children’s Social Adaptation. Results:
Tenth of school children had good knowledge regarding the inclusion system pre-
implementation of the awareness program, which increased significantly to most of them
post-implementation. More than two-fifths of them had satisfactory reported practices before
the awareness program, which improved to most of them after its implementation. Also, less
than a quarter of them exhibited a positive attitude before the awareness program, rising to
the majority of them post-program. Less than one-quarter of the studied children had good
school performance pre-awareness program, which improved to more than three-quarters of
them post-awareness program. Additionally, most of the studied children had an inadequate
social adaptation pre-program, and improved to three-quarters of them had an adequate social
adaptation post-program. Conclusion: School children’s knowledge level, reported practices,
attitude, school performance, and social adaptation regarding the inclusion system improved
significantly after implementation of the awareness program. Recommendations: Conduct
further research with larger samples and in other settings for generalization
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