واقع دمج الأطفال غير العاديين في رياض الأطفال في القدس وفقا لمعايير المجلس الأمريكي من وجهة نظر المعلمات
The research aimed to describe the reality of integrating unusual children into kindergarten in Jerusalem according to the American Council for Extraordinary Children’s standards from the point of view of female teachers. To achieve this goal, the research was conducted on a sample of 230 teachers (102 teachers from government kindergartens and 98 teachers from the private sector). After applying the questionnaire, the most important results resulted in the reality of integrating unusual children into kindergartens in Jerusalem, in accordance with the standards of the Council for Extraordinary Children from the point of view of View the parameters. It came with medium and large scores in the subdomains (political foundations and planning, professional staff development, learning diversity, individual differences, learning strategies, learning environments and social interaction, language and communication, educational planning, evaluation, ethical and professional practices, community participation and development) and the scale as a whole, as shown. There are no statistically significant differences at the level of significance (α≤0.05) between the average scores for the reality of integrating kindergartens for unusual children into kindergartens in Jerusalem according to the standards of the Council for Exceptional Children from the point of view of teachers, due to the academic qualification variable and the type of specialization variable. There are significant differences. Statistics at the level of significance (α≤0.05) between the average scores for the reality of integrating kindergartens for unusual children into kindergartens in Jerusalem, according to the standards of the Council for Exceptional Children from the point of view of female teachers. This is due to the variable type of kindergarten and in favor of government kindergartens. Based on the research results, a set of recommendations were reached. (Published abstract)