معوقات تحقيق أهداف دمج التلاميذ ذوي الإعاقة الفكرية في المدرسة العادية من وجهة نظر المعلمين

Abstract EN

The aim of the present study is to explore the barriers of achieving the goals of including the pupils with mild intellectual disability in regular school from teachers’ perspective and in the light of some variables (teachers’ gender, teachers’ qualification, the educational grade).

The final study sample includes 110 teachers (70 male, 40 females) of intellectually impaired pupils in the inclusion programs for the pupils with intellectual impairment in Riyadh.

The measure of the barriers of achieving the aims of intellectually impaired pupils inclusion in regular school (developed by the researcher) was used.

Through the descriptive method, the study concludes the following results: 1- The barriers related to school administration come in the first place, then the barriers related to the family of the of the child with intellectual impairment, and finally the barriers related to the society as a whole.

2- There are statistically significant differences between the mean scores of male and female teachers in the first dimension: “barriers related to the intellectually impaired child” and their mean scores in the third dimension: “the barriers related to school administration”, in favor of the female teachers; and between their scores in the fourth dimension: “barriers related to the society”, in favor of the male teachers.

There are not statistically significant differences between the mean scores of intellectually impaired pupils’ males and female teachers in the second dimension “barriers related to the family”, and in the total score of the measure.

3- There are not statistically significant differences between the mean scores of intellectually impaired pupils teachers in the three dimensions of the barriers of achieving the aims of inclusion the regular schools measure: “barriers related to the child, the family and the school administration” that are attributed to teacher’s qualification variable.

4- There are not statistically significant differences between the mean scores of intellectually impaired pupils’ teachers in the three dimensions of the measure: “barriers related to the family, school administration, and the society and the total score of the measure and this is according to the educational grade variable.