معوقات التعليم الشامل للتلاميذ ذوي الإعاقة الفكرية البسيطة من وجهة نظر التربويين في ضوء بعض المتغيرات

الملخص EN

The present study aimed to identify the obstacles to the comprehensive inclusion of students with simple intellectual disabilities from the point of view of educators in the light of some variables (experience - type of work - sex - educational level - training courses).

The basic sample of the study consisted of (89) male and female teachers, workers in the schools of comprehensive inclusion in Riyadh, and (27) male and female supervisor of special education in the Riyadh Department of Education.

The researcher used the analytical descriptive method based on the questionnaire as a data collection tool in the study.

The questionnaire was applied to the study sample in the second semester of the (1438/1439) academic year.

The study found a number of results, the most important of which are: The obstacles related to the methodology used, obstacles to educational work and cooperation among the public education teacher, the assistant teacher and the teacher of special education are the highest available obstacles.

These two disabilities occupied high availability.

The results of the study showed that there were no statistically significant differences in the responses of the sample to the obstacles of comprehensive inclusion according to the variables of experience and training courses.

The results of the study showed that there were statistically significant differences in the responses of the sample to the obstacles of the comprehensive inclusion, depending on the variable type of work for the teachers of special education first, and then educational supervisors, teachers of public education and assistant teachers.

The results of the study also showed that there were statistically significant differences in the responses of the sample to the obstacles of the comprehensive inclusion, according to the variable of the educational level in favor of the bachelor holders.

There were statistically significant differences in the responses of the sample to the obstacles of educational work and cooperation among the teacher of public education, the assistant teacher and the teacher of special education, according to sex variable in favor of females.

There were no statistically significant differences in the responses of the sample to the obstacles of comprehensive inclusion as a whole, according to sex variable.