معوقات دمج الطلبة ذوي الإعاقة العقلية البسيطة في المدرسة العادية من وجهة نظر طالبات التربية الخاصة في جامعة العلوم الإسلامية العالمية في الأردن

الملخص EN

This study aimed to identify the barriers of inclusion from the perspective of female special education students in The World Islamic Sciences & Education University in Jordan toward students with mild intellectual disability in the regular schools.

To achieve the aims of this study, a questionnaire of the barriers towards inclusion of students with mild intellectual disability in the regular school was prepared by the researcher to collect data from (67) female special needs students from WISE University.

The results of this study indicated that there were several barriers that prevent the inclusion of students with mild intellectual disability in the regular school.

Among the most important of these barriers is that inclusion imposes burdens on teachers related to continuous communication with students' families, the lack of acceptance of normal students for their peers with mild intellectual disabilities, teachers are not qualified to deal with students with mild intellectual disabilities, students' need for special teaching methods, students with mild intellectual disabilities are exposed to bullying by normal peers, in addition to their need for constant attention and follow-up by teachers.