واقع العمل الجماعي بين معلمات التعليم العام والتربية الفكرية في دعم تعليم التلميذات ذوات الإعاقة الفكرية

Abstract EN

This study aimed to know reality of collaborative work between general and special education teachers to support learning of female students with intellectual disability in intellectual disability programs attached to regular schools from their point of view.

It also aimed to find out levels of differences in their responses according to certain variables.

To achieve this goal, the researcher used a descriptive analytic method by developing a questionnaire as an instrument of the study.

Sample of the study was selected using the simple random sampling method and consisted of (63) special education teachers and (194) general education teachers with a total of (257) teachers.

Results of the study revealed that most participants practise collaborative work to support learning of female students with intellectual disability in intellectual disability in a poor degree.

Most practised technique of collaborative work was: exchanging learning devices and materials between general and special education teachers.Study of know reality of collaborative work between general and special education teachers to support learning of female students with intellectual disability revealed that there are statistically significant differences in the variable of (nature of work) and these differences were for general education teachers.

It also revealed statistically significant differences in the variable of (years of experience) and these differences were for participants who has between 6 and 10 years of experience.

There were also statistically significant differences in the variable of (qualification) and these differences were for participants who hold an educational bachelor degree.

There were other differences for participants who attended workshops and those who studied courses related to collaborative work.