تكييف التعليم لذوي الاحتياجات الخاصة في المدرسة الابتدائية الجزائرية

Abstract EN

This article aims at revealing the reality of the adapted education in the Algerian primary school by answering the following main question: What is the reality of education in the Algerian primary school? In response to this question, the article explored the literature that explains the key words of the subject, which in the end confirms the fact that there are groups of teachers different from the other students in the Algerian primary school who need special care and follow-up, as they suffer from problems that vary in that they Gifted or disabled according to the existing classes and degrees of disability, ^ou are excluded from students who complain of learning difficulties, which may make their academic achievement weak compared to their peers.

The importance of this article is highlighted by the remarkable increase in the number of students who need special care and follow-up.

On the other hand, the situation in educational institutions is very vague in terms of adaptive education, and they must be protected and protected from social exclusion.

In this context, the stud;y dealt with the adaptation of education in the Algerian primary school, focusing on the following main aspects: the curriculum adopted in the field of air-conditioned education, the tired teaching methods, and the availability of the air-conditioned classrooms in the primary schools on the equipment and educational aids to follow up the program by the student in need The private.

As for the applied framework, the article used the descriptive approach, as well as the form tool.

Which applied to 100 teachers, and a teacher.

The results revealed that there are no differences between the curricula allocated to the students of air conditioning and ordinary students in the absence of the sections of education adapted in primary schools, which we studied in the sixth district, which necessitates the teaching of all students and even in the presence of elements of students with special needs the same approach, In addition to the absence of the air-conditioned education departments in the sixth district elementary schools, the use of teaching methods by special needs students is absent.

This is because the use of teaching aids to help learners with adaptive learning achieve various goals, including stimulating all their senses to achieve a quality learning process.

It also helps to eliminate individual differences in learning as it contributes to achieving the optimal method for each learner.

Skip the areas and geographical boundaries and allow a wide range of learners to eagerly to learn learning with the sense of pleasure, this ma;y be absent with the absence of educational means, and lack of equipment in the air-conditioned sections, which makes the student in need of special usually suffer from delated school due to weakness of And the lack of means to compensate for his weakness, with emphasis on some of the jurisprudence expressed by a number of teachers.

Although the educational system worked hard to provide educational opportunities for all teachers on the differences between individual and one Adaptive education is one of the therapeutic solutions proposed by the tutelage to overcome the problem of dela;y of the class of people with special needs, but there are a number of problems that surfaced the surface after the completion of this stud;y were Below: 1- There are few specialists in special education in regular schools and are qualified to deal with students with special needs who are enrolled in the classes of education adapted or integrated into the regular sections.

2 - the ambiguity prevailing in a good class of teachers on the concept of adaptive learning and the requirements of dealing with people with special needs.

3 - The refusal of some families to integrate their children in the departments of education adapted as a result of the negative outlook on this class of education, which is due to the lack of knowledge of the nature of education adapted as a solution to the treatment of school delays.

4 - The attention to children in the ranks of education requires the concerted efforts of a number of bodies, including teachers of the regular sections and specialists in education, in addition to the pupils, and this coordination is the absent link in schools.

5- non-application of teaching methods for students with learning difficulties, in addition to the weakness of the means and means of facilitating the educational process of learning.

6-Approved educational programs are shared by the class of ordinary students with special needs without taking into account the individual differences prevailing among them.