توقعات المعلمين نحو تطبيق التعليم الشامل للتلاميذ الصم وضعاف السمع في مدارس التعليم العام بمدينة الرياض
The study aimed to identify teachers' expectations towards application inclusive education for deaf and hard of hearing students in general education schools of Riyadh city and to find out the differences of response average between teachers' expectations towards application inclusive education for deaf and hard of hearing students in general education schools of Riyadh city based on (Gender, education, experience, specialization) The researcher used the Descriptive Analytical Approach The study was based on a questionnaire to determine the teachers' expectations about the implementation of comprehensive education consisting of (36) phrases and included teachers and female teachers who work in general education schools that apply a comprehensive education in Riyadh The number reached (252) teachers and female teachers, out of them only (217) teacher and female teachers responded The results of the study were the following: The teachers' expectations towards application inclusive education for deaf and hard of hearing students in general education schools of Riyadh city were generally positive, regarding the first, second, fourth and sixth aspects, whereas teachers' expectations about the implementation of the comprehensive Education for deaf and hearing impaired students were neutral regarding the third and the fifth aspects The results showed that there are no statistically significant differences at the level of (0.05 )or less in the responses of the sample members on the teachers' expectations towards application inclusive education for deaf and hard of hearing students in general education schools of Riyadh city based on the gender variable Also, the results showed that there are statistically significant differences at the level of (0 05) and less in the responses of the members of the study sample on the teachers' expectations towards application inclusive education for deaf and hard of hearing students in general education schools of Riyadh city, in terms of the variable "educational qualification" for those eligible for education (BA) The results also showed that there are statistically significant differences at the level of (0.05) and less in the answers of the sample of the study teachers' expectations towards application inclusive education for deaf and hard of hearing students in general education schools of Riyadh city according to the variable "experience" for the benefit of those who have experience (more than 10 years) The results showed that there are statistically significant differences at the level of (0 05) and less in the responses of the sample of the study teachers' expectations towards application inclusive education for deaf and hard of hearing students in general education schools of Riyadh city according to the variable "specialization" for teachers of general education. (Published abstract)