المشكلات الإدارية والتعليمية في برامج الدمج بمدارس القصيم من وجهة نظر معلمي التربية الخاصة
The study aimed to: 1) Identify the administrative and educational problems which face the special education teachers in integration programmes in Qassim Region. 2) Identify the positive and negative aspects of the integration programmes which are applied at public schools to be used as a reference frame for the later applications. 3) Identify the difference among the teachers' trends at the integration schools due to the school stage, academic qualification and years of experience. This study used the descriptive and analytical approach because it suits the study targets. the study sample consisted of 200 teachers among the special education teachers in Qassim region. A questionnaire has designed as a means for this study to identify the administrative and educational problems in effect and he applied it on a sample of the study group which reached 402 teachers. The number of this sample subjected to this means was 200 teachers. This study used the statistical package program (SPSS) by which this study have used the following methods: Repetitions, percentages, arithmetic average, standard deviation, variance analysis (ANOVA), Shffe test, (T) test, regression coefficient, Pearson correlation coefficient, Kronbakh coefficient of Alpha reliability. The results of this study are as the following : 1) There are statistical differences of the administrative and educational problems from the perspective of special education teachers towards the variable of school qualification and school stage. 2) The administrative problems secured an average grade with 52.74% but the educational problems secured an average grade with 52.4%. 3) And There are no statistical differences of the administrative and educational problems. 4) The administrative problems secured an average grade with 52.74% but the educational problems secured an average grade with 52.4% the most important recommendations. This study recommends to upgrade the level of supervision and follow up by the supervision offices at the integration schools. The need to care for, hold workshops, develop plans. (Published abstract)