اتجاهات مديري و معلمي مدارس ذوي الاحتياجات الخاصة و مدارس التعليم العام نحو الدمج التربوي للطلاب ذوى الاحتياجات الخاصة

Abstract EN

This study aims to determine the attitudes of principals and teachers working in special needs and general schools (regular schools، schools that have classes for the special needs) towards educational integration for the special needs students with their normal peers in general education schools.

The attitudes were determined based on some demographic variables (such as sex، education type، experience، qualifications، and level of education).

The study sample comprised (974) of principals and teachers.

The study came up with the following results : based on the viewpoint of the study sample، the motor disability was the most acceptable special education category to be integrated with the normal students، followed by the learning disabilities، then the gifted، slow learners، speech disorders، hearing disorders، visual impairment.

At the list bottom categories were Down syndrome، autism، mental retardation، cerebral palsy.

On the other hand، the attitude towards the integration policy، was positive in general.

Using the demographic variables to explore the differences between the study sample groups there was no statistically significant differences between the genders in the attitudes towards integration.

Teachers had more positive attitude towards integration than the principals.

The educators who works in integrated schools had more positive attitude towards integration than the others.

While، there were no statistically significant differences between the principals in the attitudes towards integration.

The educators who have less experience (1-5 years) had more positive attitude towards integration than the others who have more experience.

The educators with bachelor degrees were statistically significant had more positive attitude towards integration than the others who have other degrees.

And finally، the results did not show any statistically significant differences as of the schools districts.