إتجاهات مديري المدارس الحكومية الملحق بها برامج التربية الفكرية نحو دمج الطلبة ذوي الإعاقة الفكرية في ضوء بعض المتغيرات
The study aims to investigate the attitudes of the principals of public schools which incorporate inclusion programs for students with intellectual disabilities toward the inclusion. The researcher used the descriptive method. The study sample consists of 101 principals of schools which incorporate inclusion programs for students with intellectual disabilities in different educational stages in the city of Riyadh. Using the principals' attitudes towards inclusive education scale, the study demonstrates that the principals have highly positive attitudes toward the inclusion. The study also shows that there is a negative correlation between the variable number of years of experience as a school principal and the attitudes of these principals toward inclusion, but a positive correlation between the variable of training courses in special education and the attitudes of these principals towards the inclusion. However, the study reveals no clear effect of the variable of gender or school education stage on the principals' attitudes toward the inclusion. The study makes a number of recommendations for further research to enhance and improve principals' attitudes toward the inclusion of people with disabilities. (Published abstract)