الدمج التعليمي و المجتمعي للأفراد ذوي الإعاقات العقلية

Abstract EN

Educational and political systems experienced many changes over the past decades to take the course of inclusion in greater acceptance of individuals with intellectual disabilities, specifically such aspects related to guaranteeing a just decent life for individuals with intellectual disabilities on equal foot with their peers of individuals without intellectual disabilities.

When referring to topics included in the principle of achieving justice and equality, the Mainstreaming comes first as one of virtues due to individuals with disabilities.

This research aims to shed light on the definition and the history of Mainstreaming including individuals with intellectual disabilities in public schools, general requirements for the success of this Mainstreaming.

As being one of the main requirements of the successful Mainstreaming, to introduce a frame for preparing teachers for the mainstreaming of students with intellectual disabilities in public schools and because parents are deemed a side of the mainstreaming equation, this research addresses the most important issues related to parents of individuals with intellectual disabilities and preparing them to inclusion.

It also discusses preparing individuals with intellectual disabilities for post-school (transitional services and qualification for social mainstreaming), indicating several consequential effects of mainstreaming of individuals with intellectual disabilities.

Finally, we will take a look on the future of the trends toward mainstreaming in terms of (policies and practices).

Science-based recommendations are appended to this research.

I sincerely hope that research puts some addition to this topic that so much could be said about it.