دمج الأطفال غير العاديين في مرحلة الروضة بالقدس وفقا لمعايير المجلس الأمريكي "cec" من وجهة نظر المعلمات
This study examines the integration of students with special needs in kindergartens in Jerusalem, based on the standards set by the Council for Exceptional Children (CEC) and the viewpoints of teachers. The research uses observational trials and a questionnaire, focusing on CEC standards. The questionnaire was distributed among 230 teachers from public and private kindergartens, with 102 teachers from public kindergartens and 98 from private kindergartens. The results show that teachers' perspectives on integrating students with special needs were generally positive, with higher ratings in certain domains. The most highly rated themes were "proficiency of ethical attitude" and "variety of individual teaching." All themes received average ratings. The study indicates that there were no statistically significant differences in the actual integration levels based on teachers' qualifications and majors. The researcher suggests several improvements for kindergartens in Jerusalem, including increasing the number of professional teams for special educational needs, introducing therapeutic treatment services, providing suitable games, and allocating more space for integrated students. The study also recommends involving parents in evaluating kindergarten services and improving the professional teams. Additionally, private kindergartens should consider the requirements of integrated students with special needs. (Published abstract)