شبكة المعلومات العربية التربوية

The study aimed to find out the degree of availability of quality standards of inclusive education in inclusive public schools that apply the ten-year strategy for inclusive education and inclusive schools that do not apply the ten-year strategy from the point of view of school principals. This study relied on the comparative descriptive analytical approach, the sample of the study consisted of (60) male and female principals in inclusive public schools that apply and those that do not apply the ten-year strategy distributed in (the northern region, the central region and southern region). The two researchers developed a measure of the quality of inclusive education programs for the purposes of achieving the objectives of the study distributed over five dimensions, the results indicated that there are statistically significant differences in the degree of availability of education quality standards, which is attributed to the school type variable. The differences were in favor of (the inclusive public schools that apply the ten-year strategy for inclusive education). The results indicated that the degree of availability of inclusive education quality standards in inclusive public schools that apply the ten-year strategy for inclusive education and schools that do not apply the ten-year strategy from the point of view of school principals came to a medium degree. The results of the study showed that there were no statistically significant differences in the degree of availability of inclusive education quality standards in four dimensions due to the gender variable, while there are statistically significant differences in the dimension of the quality of curricula used in inclusive education schools, according to the gender variable, in favor of males. The results also indicated that there were no statistically significant differences in the degree of availability of inclusive education quality standards due to the region variable. The researchers recommended more interest in improving the infrastructure of inclusive public schools. (Published abstract)