الجهوزية الفنية لمعلمي المرحلة الأساسية في دمج الأطفال ذوي الاحتياجات الخاصة من وجهتي نظر المعلمين و مشرفيهم

Abstract EN

This study aims to reveal the technical readiness of teachers to deal with the integration of children with special needs in the basic schools from the point views of teachers and their supervisors.

Also, it is aimed at revealing the challenges facing the teacher from the point view of supervisors.

This study sample consisted of (235) teachers, and (33) supervisors, from the Directorate of Education in Hebron.

The study used a questionnaire on the technical readiness of teachers to deal with students with special needs, and the study followed the descriptive analytical approach.

Moreover, the study concluded “intermediate” level of teachers' technical readiness to deal with the integration of children with special needs, the basic stage reached percentage (59.8%), furthermore, the percentage of teachers' readiness from the supervisors' point of view reached (54.03%), which is also an “intermediate” level.

The study appeared that there are statistically significant differences between the averages of teachers’ technical readiness responses among teachers to deal with the integration of children with special needs in the basic schools due to the gender variable in favor of females.

There are differences between the categories: (teacher of normal students, teacher of integrated students, and teacher of students with disabilities', in favor of the category: (teacher of students with disabilities).

There are statistically significant differences, due to experience variable, between the category: (less than 5 years), (5- less than 10 years), (10-15 years and over), in favor of the category: (less than 5 years).

While the study appeared, there are no statistically significant differences, due to the educational qualification variable, and the study found significant differences there are no statistically between the average responses of their technical readiness to deal with the integration of children with special needs from the supervisors' point of view due to the gender and the nature work, and educational qualifications variables.