تحديات الاندماج الاجتماعي والمشاركة التي يواجهها ذوي صعوبات التعلم في المدارس العامة دراسة تطبيقية على عينة من مراكز التأهيل الخاص بمدن زليتن، الخمس، ومصراتة
People with learning disabilities are an important segment in society who face challenges in learning and academic development. One of the main challenges these students face is achieving social integration and effective participation in public schools. This study aimed to highlight the major challenges of social integration and participation faced by individuals with learning disabilities in public schools. To achieve the study's objectives, a descriptive analytical approach was used, and a questionnaire consisting of 33 items distributed across three dimensions (challenges of the educational environment, challenges of social integration and participation, and programs and educational practices used in special education and rehabilitation institutions) was designed. The study was conducted on a sample of female teachers working in special rehabilitation centers in the cities of Zliten, Al Khoms, and Misurata, with a total of 255 teachers. The results concluded that there were no statistically significant differences (α ≤ 0.05) among the teachers regarding the challenges of social integration and participation faced by individuals with learning disabilities in public schools, attributed to variables such as scientific specialization, experience, and training courses. One of the main challenges faced by individuals with learning disabilities is achieving social integration and effective participation in public schools, with a relative weight of 95.8%. The educational environment is considered one of the challenges faced by individuals with learning disabilities during their integration into public schools, with a relative weight of 93.6%. The estimated utilization of programs and educational practices in special education and rehabilitation institutions to meet the needs of students with learning disabilities and ensure their access to effective and appropriate education was 56.5%. The majority of teachers in special rehabilitation centers are special education teachers, accounting for 26%, while others represent different specialties. Most of the teachers working in special rehabilitation centers have less than 4 years of experience, accounting for 40%, which can be attributed to the novelty of special rehabilitation centers in Libya. The percentage of teachers who haven't trained in the field of learning disabilities are 49%, which is the highest among those who participated in training courses. (Published abstract)