دور معلمي المدارس الأساسية في الدمج الاجتماعي للطلبة ذوي الحاجات الخاصة في مدينة عمان

Abstract EN

The study aimed to identify the role of basic school teachers in the social inclusion of students with special needs.

A qualitative research approach was used to collect and analyze the data; for the data collection; semi-structured interview and observation were used and for the data analysis; interpretational approach was used.

The sample of the study was purposeful through choosing two teachers who meet the study conditions .

The results indicate that there is congruence between theory and practice in interpreting the role of the teacher in the process of social inclusion of students with special needs in basic school.

Both teachers were compassionate with the students with special needs in their interpretation of the concept of the inclusion in general.

As for the concept of social inclusion, it means from the teachers' point of view that the inclusion of students with special needs only in social events.

However, during the observed lessons, the researcher noted that elements of social inclusion were evident during the teaching process based on these findings; theoretical and applied recommendations were presented.