Difficulties Faced by Teachers in Integrating People with Special Needs in General Education Schools

Abstract

The current study aimed at identifying the difficulties encountered by teachers in integrating people with special needs in public education schools. The sample was selected from four basic education schools from Al-Beida, namely Rabaa Al-Adawiya, Al-Israa and Al-Miraj, Khalid bin Al-Walid, and Ibn Khaldoun. The sample consisted (70) teachers with which the scale of integration problems of people with special needs was used. The results revealed that the most difficulties teachers face when integrating people with special needs in the public education sector, respectively, were the academic problems, the physical environment problems, the social problems, the psychological problems, and finally the behavioral problems. It was also found that there were no significant differences according to the gender variable, in the dimensions of problems related to the physical environment of the class, psychological problems, behavioral problems, social problems, and the total degree of the scale, while there are statistically significant differences in determining academic difficulties according to the gender variable in favor of females, There are also statistically significant differences according to the variable of the school in which they work in favor of Rabaa Al-Adawiya School. There are significant differences according to the educational level variable in the dimension of academic problems and the total degree of the scale in favor of university education, while there are no statistically significant differences in the dimensions of problems related to the physical environment of the class, Psychological problems, behavioral problems, and social problems.