Trends of teachers and principals towards the of integrating mentally disabled children into primary schools

Abstract

The current study aimed to identify the attitudes of both teachers and principals towards the process of integrating children with intellectual disabilities in regular schools, and to identify whether their attitudes are affected by the variables of

gender, occupation, professional experience, and field of specialization, and for this purpose a questionnaire was designed made up Out of (19) paragraphs that included (10) positive statements and (9) negative statements It was applied on a sample of (73) respondents distributed as follows (38) teachers and (35) principals in primary schools. Which includes integrated sections for the mentally handicapped category in the state of Chlef during the first and second semesters of the academic year (2019-2020), the analytical descriptive approach was relied upon, The data were statistically processed using the statistical bag for social sciences (spss), and a t-test was used to show the statistical differences between the arithmetic averages.

The study concluded a set of results that were analyzed and discussed in the light of previous studies, the most important of which are The attitudes of teachers towards integrating the mentally disabled were positive, and that there were no differences between teachers and administrators towards integrating the disabled in primary schools, there were no differences due to gender and years of experience, and that the more years of experience the more the process of acceptance increased. Accordingly, a set of proposals was developed based on the findings of the study and personal experience in working with the category of intellectual disability.