Difficulties Facing the Integration of the Disabled with Simple Mental Retardation in Basic Education Schools in the Governorate of Amman from the Point of View of Teachers

摘要

This study aimed to identify the difficulties facing the integration of the disabled with simple mental retardation in basic education schools in the governorate of Amman from the point of view of teachers, it aimed also to investigate the effect of some variables on the views of teachers, such as the system that apply the integration, schools that are not applicable to the integration, Gender (male, female), educational experience, and level of education, and trained teachers on the integration. The study sample consisted of a group of teachers in the integration schools were chosen randomly, with a sample (150) teachers, whom (127) males and (23) females. To achieve the objective of the study a questionnaire about the difficulties of integrating people with disabilities in regular classrooms was distributed to 150 teachers in Amman 1 st Directorate of Education (127) males and 23 females. The researcher then retrieves the questionnaires and data collection, and then analyzed the data statistically. The results were analyzed for each paragraph in the questionnaire by using appropriate statistical methods such as means and standard deviations and t-test. The results showed apparent variation in the means and standard deviations of the views of teachers about difficulties facing the integration of simple mental retardation disabled students because of the different categories of variables : systems applied in the integration , the schools that are not applicable to integration , gender , educational experience , and level of education , and trained teachers . It also showed no statistically significant differences (α = 0.05) due to the impact of the integration , no statistically significant differences (α = 0.05) due to the effect of gender , no statistically significant differences (α = 0.05) due to the impact of specialization, no statistically significant differences (α = 0.05) due to the impact of the qualification, no statistically significant differences (α = 0.05) due to the impact of training teachers. Results showed that there are positive attitudes of teachers towards the integration of disabled students in regular classrooms.