طبيعة اتجاهات الطلاب ذوي الاحتياجات الخاصة نحو الدمج في مدارس التعليم العام في ضوء بعض المتغيرات Attitudes of the special needs students towards educational integration in general education schools from their point of view | ||||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||||
| Article 6, Volume 39, 185 ج2, January 2020, Page 235-271 PDF (1.11 MB) | ||||
| Document Type: بحوث فی مجال علم النفس والصحة النفسیة | ||||
| DOI: 10.21608/jsrep.2020.84447 | ||||
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| Authors | ||||
| صالح هادي العنزي1; هاشمية الموسوي2; خالد حمد العجمي3 | ||||
| 1قسم التربية الخاصة، کلية التربية الأساسية، جامعة الکويت | ||||
| 2أستاذ مساعد في قسم التربية الخاصة- کلية التربية الأساسية | ||||
| 3معلم في مدارس التربية الخاصة | ||||
| Abstract | ||||
| هدفت هذه الدراسة فحص طبيعة اتجاهات الطلبة المعاقين نحو دمجهم مع أقرانهم العاديين في مدارس التعليم العام وذلک باختلاف الجنس ونوع الإعاقة. حيث طبقت الدراسة على عينة مکونة من (607) طالباً وطالبة من طلبة المدارس الحکومية المختصة بتعليم ذوي الاحتياجات الخاصة وقد شملت العينة الفئات التالية: (اضطراب النطق والکلام، الإعاقة البصرية، الإعاقة السمعية، الإعاقة الحرکية، صعوبات التعلم، بط التعلم) واستخدم الباحثون مقياساً من تصميمهم لقياس اتجاهات الطلبة ذوي الاحتياجات الخاصة نحو الدمج التربوي يحتوي على (24) بنداً، وقد توصلت الدراسة إلى النتائج التالية: أن الإعاقات التعليمية (صعوبات تعلم، بطء تعلم) هي الأکثر قبولاً للدمج تليها الإعاقات الحسية (بصرية، سمعية) وأتت فئة اضطراب النطق والکلام في المرتبة الأخيرة. کما توصلت الدراسة إلى أن طبيعة اتجاهات أفراد العينة کانت إيجابية بشکل عام نحو الدمج، کما اتضح عدم وجود فروق ذات دلالة إحصائية نحو الدمج تعزى لمتغير الجنس. This study aimed at identifying the attitudes the special needs students towards integrating them with their regular peers in general education schools, according to gender and type of disability. The study was applied to a sample consisting of (607) male and female students from government schools specialized in education for people with special needs. The sample included the following categories: (speech and Pronunciation disorder, visual impairment, hearing disability, motor disability, learning difficulties, slow learning). The researchers use a scale designed by them to measure the attitudes of students with special needs towards educational integration, it contains (24) items. The study reached the following results: that educational disabilities (learning difficulties, slow learning) are the most acceptable for integration, followed by sensory disabilities (visual, hearing) and a category of speech and Pronunciation disorder is in last rank. The study also found that the attitudes of the sample members were generally positive towards integration, as it became clear that there were no statistically significant differences towards integration due to the gender variable. | ||||
| Keywords | ||||
| الاتجاهات; صعوبات التعلم; الطلبة ذوو الاحتياجات الخاصة; الدمج التربوي. Attitudes؛ Special needs students؛ learning difficulties؛ Educational integration | ||||
| References | ||||
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