التدريس التشاركي بين معلمي التربية الخاصة و التعليم العام في مدارس الدمج الشامل : مراجعة أدبيات

Abstract EN

The current study aimed to review literary scientific studies to analyze masters and thesis dissertations and scientific researches that are published in arbitrated scientific magazines in the period of 2010-2017 in English literature related to co-teaching among special education teachers and public education teacher within comprehensive integration schools in terms of (attitudes, requirements, practices, benefits and impediments), electronic databases were used in searching for the related literary works such as (Google Scholar, ERIC, ProQuest, EBSCO).

the studies were reviewed and analyzed.

and the results showed that the attitudes towards co-teaching varied between positivity and negativity, but the positive attitudes prevailed, the studies also showed that there are some requirements needed for applying co-teaching practices effectively, the most of important of them is professional development of teachers, as well as the existence of models of co-teaching practices which are more common than these which are applied in comprehensive classrooms, the results also showed the strong impact of co-teaching on teaching experiences and social interaction among disabled and normal students, in addition to benefits for special and public education teachers, and at last, the study revealed that there are a group of impediments which hinder the effective application on co-teaching.

it can be concluded that there still a need for more researches specially experimental researches in this field to continue searching for how to effectively apply co-teaching within comprehensive integration schools.