واقع الكفايات المهنية اللازمة لمعلمي التلاميذ ذوي الإعاقة العقلية بمدارس الدمج

Abstract EN

The aim of the current research is to identify the reality of the professional competencies necessary for teachers of students with mental disabilities in inclusion schools.

to achieve this goal, a sample of the integration schools affiliated to the East Zagazig educational administration was selected, the size of which is (100) male and female teachers.

to collect the data, the researcher relied on a questionnaire consisting of (45) item divided into (3) areas, and the descriptive analytical approach was followed, and using appropriate statistical methods, the researcher reached the following results: the availability of emotional competencies came in a medium percentage, while the cognitive and teaching competencies were available to a weak degree.

with regard to the differences in the degree of availability of professional competencies according to the variable of sex, and teaching experience, the results came in the absence of statistically significant differences at the 0.01 level in the attitudes of the research personnel about (cognitive competencies, emotional competencies, teaching competencies) according to the sex variable or the years of experience variable.

teaching.

therefore, the research recommended the necessity of developing these necessary professional competencies for teachers in integration schools for effective teaching of students with mental disabilities, through training programs stemming from their actual needs.