معوقات الدمج الشامل للأطفال الصم و ضعاف السمع في مرحلة رياض الأطفال من وجهة نظر معلماتهم بالمملكة العربية السعودية

Abstract EN

This study aimed to identify obstacles impeded the implementation of comprehensive integration of deaf and hard of hearing children from the perspective of their teachers according to variables (Educational environment, teachers, school administration, deaf and hard of hearing children, family, and curriculum) in (Riyadh, Jeddah and Dammam) and detect the differences in their perspectives regarding the most prominent obstacles to the implementation of the Comprehensive integration attributed to (Class taught by teacher, scientific specialization).

The sample included (84) deaf and hard of hearing kindergarten teachers.

The researcher used the descriptive analytical method and relied on a questionnaire as the study tool.

The findings showed that: Barriers associated with the study variables which obstruct the implementation of comprehensive integration of deaf and hard of hearing children in kindergarten stage was a high degree, and the existence of statistically significant differences in the sample responses according to the variable of specialization in favor of kindergarten female teachers, and the existence of differences between special education qualifications teachers, and General Education qualifications teachers + Special Education Diploma in favor of holders of Special Education.