اتجاهات المعلمين نحو إدماج الطلاب ذوي الإعاقة الفكرية في مدارس التعليم العام بالمدينة المنورة

Abstract EN

This study aimed to know the teachers' attitudes towards the inclusion of students with intellectual disabilities in the general education schools in Al-Madinah Al-Munawwarah.

The study sample consisted of (101) teachers.

The study used a questionnaire tool to measure the attitudes of teachers towards the inclusion of students with intellectual disability consisting of (28) phrases distributed over four dimensions with (7) phrases for each dimension.

This study was a descriptive and inferential study in nature and used a quantitative method to collect and analyze data.

The questionnaire was verified through the honesty procedures represented in the validity of arbitrators, the authenticity of general and differential analysis, validity by the C'ronbach Alpha method and reliability.

The following statistical methods were used in the verification of study questions and hypotheses (exploratory factor analysis, T-test, mono- variance analysis and 2K test).

In this study, there are four dimensions (academic inclusion, social inclusion, psychosocial inclusion and barriers of inclusion).

The study found that the teachers have a high level of teachers' attitudes towards inclusion.

There were differences in teachers' attitudes towards inclusion attributed to the variable of social type in favor of females and attributed to experience in favor of older teachers compared with younger teachers.

Also, there were statistically significant differences attributed to program type for the benefit of the institutes of intellectual disabilities.

This study recommended to increase the level of information support and prepare teachers (meetings, seminars, brochures, information programs) to raise the awareness of the benefits of inclusion of people with intellectual disabilities, eliminate all obstacles that prevent applying inclusion, such as preparing teachers to deal with students with intellectual disabilities within regular classrooms and conduct further research on including students with intellectual disabilities.