معوقات تحقيق أهداف دمج التلاميذ ذوي الإعاقة الفكرية في المدرسة العادية من وجهة نظر المعلمين
Other Title(s)
The barriers of achieving the aims of the inclusion of pupils with intellectual impairment in the regular school from the teachers' perspective
Author
Source
Issue
Vol. 3, Issue 9 (31 Oct. 2015), pp.389-421, 33 p.
Publisher
Special Education and Rehabilitation Organization
Publication Date
2015-10-31
Country of Publication
Egypt
No. of Pages
33
Main Subjects
Topics
- Education
- Schools
- Students
- Disabled persons
- Educational aims
- Private education
- Saudi Arabia
- Intellectual disability
Abstract EN
The aim of the present study is to explore the barriers of achieving the goals of including the pupils with mild intellectual disability in regular school from teachers’ perspective and in the light of some variables (teachers’ gender, teachers’ qualification, the educational grade).
The final study sample includes 110 teachers (70 male, 40 females) of intellectually impaired pupils in the inclusion programs for the pupils with intellectual impairment in Riyadh.
The measure of the barriers of achieving the aims of intellectually impaired pupils inclusion in regular school (developed by the researcher) was used.
Through the descriptive method, the study concludes the following results: 1- The barriers related to school administration come in the first place, then the barriers related to the family of the of the child with intellectual impairment, and finally the barriers related to the society as a whole.
2- There are statistically significant differences between the mean scores of male and female teachers in the first dimension: “barriers related to the intellectually impaired child” and their mean scores in the third dimension: “the barriers related to school administration”, in favor of the female teachers; and between their scores in the fourth dimension: “barriers related to the society”, in favor of the male teachers.
There are not statistically significant differences between the mean scores of intellectually impaired pupils’ males and female teachers in the second dimension “barriers related to the family”, and in the total score of the measure.
3- There are not statistically significant differences between the mean scores of intellectually impaired pupils teachers in the three dimensions of the barriers of achieving the aims of inclusion the regular schools measure: “barriers related to the child, the family and the school administration” that are attributed to teacher’s qualification variable.
4- There are not statistically significant differences between the mean scores of intellectually impaired pupils’ teachers in the three dimensions of the measure: “barriers related to the family, school administration, and the society and the total score of the measure and this is according to the educational grade variable.
American Psychological Association (APA)
حسنين، هالة أحمد سليمان. 2015. معوقات تحقيق أهداف دمج التلاميذ ذوي الإعاقة الفكرية في المدرسة العادية من وجهة نظر المعلمين. مجلة التربية الخاصة و التأهيل،مج. 3، ع. 9، ص ص. 389-421.
https://search.emarefa.net/detail/BIM-823014
Modern Language Association (MLA)
حسنين، هالة أحمد سليمان. معوقات تحقيق أهداف دمج التلاميذ ذوي الإعاقة الفكرية في المدرسة العادية من وجهة نظر المعلمين. مجلة التربية الخاصة و التأهيل مج. 3، ع. 9 (تشرين الأول 2015)، ص ص. 389-421.
https://search.emarefa.net/detail/BIM-823014
American Medical Association (AMA)
حسنين، هالة أحمد سليمان. معوقات تحقيق أهداف دمج التلاميذ ذوي الإعاقة الفكرية في المدرسة العادية من وجهة نظر المعلمين. مجلة التربية الخاصة و التأهيل. 2015. مج. 3، ع. 9، ص ص. 389-421.
https://search.emarefa.net/detail/BIM-823014
Data Type
Journal Articles
Language
Arabic
Notes
يتضمن مراجع ببليوجرافية : ص. 417-421
Record ID
BIM-823014