صعوبات التعليم الدامج في المدارس الأساسية الحكومية والخاصة في محافظة إربد من وجهة نظر المعلمين
The study aimed to understand the reality of inclusive education challenges in public and private elementary schools in Irbid Governorate from the perspective of teachers. The study employed a descriptive methodology, using a questionnaire as a tool to measure the reality of inclusive education challenges. The researcher collected data from a random sample of (253) teachers using Google Forms. The study's results showed that: 1) Teachers' assessments of the reality of inclusive education challenges were moderate across all domains: learning and teaching resources, training and qualification, cooperation between parents and teachers, assessment and evaluation, the educational environment, and supporting programs and services. 2) There were significant statistical differences in teachers' assessments of inclusive education challenges between genders, with male teachers having higher assessments. 3) There were no significant statistical differences in teachers' assessments of inclusive education challenges between public and private elementary schools. Based on the results, the study recommended the importance of making more efforts to support teachers and enable them to effectively implement inclusive education practices, providing training programs to improve teachers' capabilities, developing appropriate educational materials, and enhancing cooperation between parents and teachers. (Author’s abstract)