شبكة المعلومات العربية التربوية

The study aimed to identify the challenges of integrating students with intellectual disabilities in regular schools from their teachers' point of view in Makkah Al-Mukarramah, and to reveal the differences in the degree of challenges of integrating students with intellectual disabilities in regular schools, according to some variable: Gender, academic qualification, years of experience, workplace, training. The sample included (94) teachers of students with intellectual disabilities. The researchers used the descriptive survey questionnaire. The results of the study revealed high indicators of the challenges of integrating students with intellectual disabilities in regular schools. The challenges related to society first, followed by challenges related to students, challenges related to parents, and finally, challenges related to the school. The results also showed that there are no statistically significant differences at the level of (α=1.15) in the perception of the challenges of integrating students with intellectual disabilities. In regular schools in relating to teachers' gender, educational qualification, years of experience; except for the dimension (school-related challenges); there were differences in favor of teachers with less than five years of experience. (Published abstract)