Adapting the school environment to integrate the autistic child- To achieve quality inclusive education

Abstract

The current study aims to present the most important implications of adapting the school environment to the process of school integration for the autistic child to achieve quality in inclusive education, as the following questions:

• What are the most important implications related to the quality of school integration for a qualified autistic child?
• Are there statistically significant differences between the mean scores of the study sample (specialists and teachers) on the scale of the contents of the quality of school integration, according to the variables of functional specialization and years of work for the study sample ?
• Are there statistically significant differences between the mean scores of the study sample (parents) on the scale of the contents of the quality of school integration, according to the variables of the guardian's gender and educational level ?
• Are there statistically significant differences between the average scores of the study sample about the procedures for adapting the school environment according to each of the following variables : the respondent category (guardian, specialist, teacher) and the descriptive approach was relied on in the exploratory and basic study, which is appropriate to achieve these goals,
• And a sample of 79 individuals distributed according to several characteristics, and the study reached a set of results through which the current questions were answered, where the most important contents or organizational procedures for the quality of school integration from the perspective of adapting the school environment The first and second hypotheses were verified, but the third was not.