درجة ممارسات التعليم الجامع التطويرية من وجهة نظر المرشدين التربويين في المدارس الحكومية في شمال الخليل

Abstract EN

The study aimed to identify the degree of developmental inclusive education practices (inclusive policies, inclusive practices and inclusive cultures) as viewed by educational counselors in government schools in the Northern of Hebron.

The study followed the descriptive approach and the questionnaire was used as a tool for the study.

The study found that developmental inclusive education practices in government schools in the Northern of Hebron are medium, and the highest practices are: inclusive cultures, Inclusive politics, and finally inclusive practices.

The results of the study also showed that there were no statistically significant differences at the level of significance (α≤ 0.

05) in developmental practices towards inclusive education in government schools in the Northern of Hebron as seen by educational counselors according to the school location, the gender of the school, and the gender of the educational counselors.

The study came out with a number of recommendations, the most important are: Providing a comfortable atmosphere and motivational climate, and setting a reward system for the distinguished mentor within known standards and conditions for all, reducing the burden and the quorum for the teacher responsible for the inclusive education committee to devote himself to serving students with special needs so as to give educational difficulties the necessary attention as an opportunity to develop Practices and attention for students with special needs.