دراسة مسحية للصعوبات المُرتبطة بدمج ذوي الهمم في المدارس من وجهة نظر عينة من المُعلمين

نوع المستند : المقالة الأصلية

المؤلفون

1 جامعة الفيوم بمصر والعلوم والتقنية في الفجيرة

2 مركز عاية وتأهيل أصحاب الهمم- الفجيرة

المستخلص

The current study aimed to identify the academic, administrative, behavioral, environmental, and familial challenges that teachers face during the process of integrating students of determination in some schools in the United Arab Emirates. The sample consisted of 109 teachers from 33 schools in the UAE, with their academic experience ranging between 1 to 27 years, averaging 12.037 years, and a standard deviation of 6.2995 years of experience.

The study employed a questionnaire developed by the researchers to collect data on teachers’ perceptions of the challenges associated with integration. The questionnaire was administered electronically via Google Forms. The findings revealed various challenges, including academic, behavioral, administrative, familial, and support-related difficulties. Key issues identified included the absence of support teachers during lessons, the inadequacy of some curricula for students with disabilities, the need for more qualified psychological specialists, a shortage of recreational activities for students of determination, insufficient information from families necessary for the success of the integration process, and the limited awareness programs on disabilities, their requirements, and how to address them within the school community.

The study concluded with several recommendations aimed at enhancing the integration experience of students of determination in general education schools and overcoming the challenges hindering this process.

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