أراء معلمي مدارس الدمج حول دمج ذوي الاحتياجات الخاصة بمدارس التعليم العام في ظل قرار الدمج 252 لسنة 2017
The study aimed at the opinion of the teachers of mainstreaming schools about the integration of general education in general education schools No. (252) of (2017). The study relied on the descriptive approach, and the social survey approach, due to its suitability for the purpose of the study. The study prepared a questionnaire to identify the views of Mainstreaming teachers on the decision to integrate people with special needs regarding the admission of students with minor disabilities to general education schools. The study was applied to an available sample consisting of (100) male and female teachers, specialized and non-specialized in special education, in merger schools in Ismailia Governorate. The study concluded unanimously that the merger decision 252 of 2017 did not fulfill all the conditions required for the merger process from the teachers’ point of view, with regard to teachers' opinions about the process of integrating people with minor disabilities, the majority of opinions tended towards agreeing to integrate people with minor disabilities into general education schools, provision of the multidisciplinary integration team for children with disabilities. The majority of opinions were also in favor of refusing to lower the enrollment age to five and a half years for a disabled child. The results also show that there are no statistically significant differences between integration teachers and specialists in special education. The research also dealt with the requirements of integration under resolution 252 of 2017, the most prominent of which is that the merger decision provides all means, capabilities and equipment that facilitate the educational process before its implementation, providing funding and special curricula, as well as highlighting the pros and cons of the merger decision. (Published abstract)