Requirements for the success of the integration program of disabled students in the regular schools from the perspective of the teachers of the learning resources rooms
[Abstract] | |
Type | Article |
ISSN | 19139020 |
Document no. | 118526 |
information source | ERIC |
Author | At-Turki, Jihad. Educational Psychology Section, Faculty of Educational Sciences, Tafilah Technical University |
Second author |
Ali ALdmour, Hisham. Dean of the Al Karak University College.
Al Maitah, Khalil A. R. Al-Balqa Applied University, Jordan. ALsarayreh, Mohammad Nayef. Educational and Social Sciences Department, AlBalqa Applied University, Jordan, Karak. |
Pages | pp. 108-129 |
General Note |
Peer reviewed
|
Source | International Education Studies. v5, n1, Feb 2012 |
Publisher |
Toronto: Canadian Center of Science and Education، 2012
|
Publisher address |
1120 Finch Avenue West Suite 701-309. Toronto, ON M3J 3H7. Canada. Canadian Center of Science and Education. T: 4166422606. F: 4166422608. ies@ccsenet.org. http://www.ccsenet.org/journal/index.php/es.
|
ERIC document no. | EJ1066747 |
Electronic Location | Full text (PDF) |
Descriptors | Regular class placement - Student personnel services - Peer relationship - Special education teachers - Special programmes - Social integration - Surveys - Jordan |
Language of document | English |
Country | Canada |
The purpose of this study is to identify the requirements for the success of the integration program and to find out the causes of success and to provide optimal services for the students with disabilities in regular schools. The study attempts to answer the following questions: (1) What are the most important requirements of the success of the integration of disabled persons in regular schools from the viewpoint of the teachers of the learning resources rooms; (2) Are there any statistically significant differences to the level of (a (0.05 = in the requirements of disabilities program success of integration in regular schools from the teachers of learning resources rooms- perspectives attributed to the variable of gender?; (3) Are there any statistically significant differences to the level of (a (0.05 = in the requirements of disabilities program success of integration in regular schools from the teachers of learning resources rooms-perspectives attributed to the variable the years of experience?; and (4) What is the most appropriate educational option for students with disabilities (The academic integration, social integration, classes attached to the regular school, general education class with their peers, the integration program of the full-day, partial day program integration, from the viewpoint of the teachers of the learning resources rooms)? The study sample consisted of (140) male and female teachers in the learning resources rooms in public and private schools in the Directorate of Amman. These were selected in a simple random manner. And a list of assessment was used to collect information consisting of 70 items, distributed on seven axes (teachers and administration, school environment, supporting services, awareness, students with disabilities, the type of the program which is the most important from the viewpoint of the teachers of the learning resources rooms). The stability and reliability of the instrument were verified using the test and re-test method. The results indicate that the requirements of the success of the integration program, appeared in descending order, were as follows: awareness, support services, integration programs, the domain of the school environment, teachers, students with disabilities, The results also indicate that the program that is the most important and appropriate for students were arranged as follows: the program of social integration, the academic integration program, the program of the integrated public class, program of partial integration, program of private class attached to the regular school, the long term integration program (Full-day). (As provided)
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At-Turki, Jihad.. (2012). Requirements for the success of the integration program of disabled students in the regular schools from the perspective of the teachers of the learning resources rooms . International Education Studies. v5, n1, Feb 2012. pp. 108-129 Retrieved from search.shamaa.org |