متطلبات تحقيق معايير الأمن والسلامة للتلاميذ ذوي الإعاقة بالمدارس الإبتدائية الدامجة بمحافظة دمياط
The aim of this research is to determine the requirements for achieving security and safety standards for students with disabilities in inclusive primary schools in Damietta Governorate, through: identifying the intellectual and philosophical framework for integrating people with disabilities, identifying the theoretical and conceptual framework for security and safety in schools, knowing the most important legislation and laws that ensure the achievement of security Safety for people with disabilities in schools, revealing obstacles to achieving security and safety standards for students with disabilities in inclusive primary schools in Damietta. The research used the descriptive research method, and the research found some requirements for achieving safety and security for students with disabilities in inclusive primary schools in Damietta, the most important of which are: Proper and purposeful technical planning for the foundations of prevention in schools, training all school workers on first aid and rescue methods, providing a medical center and an ambulance in schools with students with disabilities, appointing specialized officials for safety and security in schools, providing students and teachers with the necessary skills to achieve public security and safety Provide all material and technical capabilities and needs and educational means necessary for the process of integrating people with disabilities into schools, employ technology and assistive technology to serve students with disabilities in schools, Protecting students with disabilities from injuries resulting from the dangers of the school environment, providing a safe environment that achieves protection from risks for the human and material elements inside schools, designing the floor of buildings so that they are suitable for students with disabilities and do not cause stumbling or slipping, ensuring the safety of emergency exits and corridors inside schools. (Published abstract)