Jordan’s 2017 Public Law No. 20, Rights of Persons with Disabilities Act has given rise to a renewed focus on inclusive education. Using a qualitative comparative case study design, the purpose of this study was to examine factors impacting how schools in Jordan are defining, interpreting and enacting inclusion. Four shadow teachers working in schools to promote inclusive education participated in interviews and weekly journaling prompts. Data were analyzed using cultural–historical activity theory (CHAT) and sensemaking. Results showed support for inclusion by the community when there are adequate resources and supportive administration. Additionally, the shadow teachers have taken on a progressive role as coaches to general education teachers, while promoting social inclusion. This study establishes the utility of CHAT and sensemaking in global research on inclusive practices. The results provide areas of strength in Jordanian schools that should be built on to increase inclusion of students with disabilities.

约旦 2017 年第 20 号公法《残疾人权利法》重新引起了对全纳教育的关注。使用定性比较案例研究设计，本研究的目的是检查影响约旦学校如何定义、解释和实施包容性的因素。四名在学校工作以促进全纳教育的影子教师参与了访谈和每周日记提示。使用文化历史活动理论 (CHAT) 和意义建构分析数据。结果表明，在有足够资源和支持性管理的情况下，社区支持包容。此外，影子教师在促进社会包容的同时，作为普通教育教师的教练发挥了积极作用。本研究确定了 CHAT 和意义建构在全球包容性实践研究中的效用。结果提供了约旦学校的优势领域，应该以此为基础来增加对残疾学生的包容。