الاتجاه نحو الدمج و التلميذ المعاق لدى معلمي مرحلة التعليم الأساسي و الطلاب المعلمين بشعبة التربية الخاصة

Abstract EN

The current research aimed at determining the differences in the attitude towards the inclusion and the disabled student among primary stage teachers (teachers of regular, included and disabled students) and student teachers at the section of special education.

In addition, the relation among the attitudes of the research participants was also investigated.

The total participants were (386) including (88) teachers of the regular, (61) inclusion teachers, (82) teachers of the disabled, and (155) student teachers at the section of special education.

An attitude scale towards inclusion and an attitude scale towards disabled students were prepared by the researcher and administered to the target participants.

Results indicated that there are no gender-based differences between teachers of the three categories (the regular, the included and the disabled students) and the student teachers; besides, there are differences between the teachers and the student teachers in the attitude either towards inclusion or towards the disabled student.

There is also a positive relation between the attitude towards inclusion and the attitude towards the disabled student among the participants; in addition, the attitude towards inclusion and towards the disabled student was positive except for the academic domain and teacher's proficiency in the attitude towards inclusion for teachers of the disabled.

Recommendations included the necessity of training teachers and raising their awareness concerning the implementation of inclusion.