Attitudes of UNRWA school teachers and counselors towards integrating those with additional needs into normal classes after applying the inclusive education approach

Abstract

The study aimed to identify the trends of teachers and counselors UNRWA schools towards integrating people with additional needs in regular classrooms after an application-oriented inclusive education, And knowledge of the differences between the averages of their attitudes depending on the variables: gender, workplace, specialty, years of experience, scientific qualification. The study used the descriptive analytical approach, as applied scale study on a random sample included 232 teachers and counselors UNRWA schools. The results showed that the trends of teachers and counselors UNRWA schools towards integrating people with additional requirements in regular classes after an application-oriented inclusive education was positive, reaching the arithmetic mean of the trends as a whole (3.75) came the dimensions of scale trends respectively: the social dimension of an arithmetic mean was (3.89) and the direction positive, the psychological dimension of an arithmetic mean was (3.70) and the positive trend, the academic dimension of an arithmetic mean was (3.70) and the positive trend. The results indicated that there is no statistically significant differences between the mean trends of teachers and counselors UNRWA schools towards integrating people with additional needs in regular classrooms after an application-oriented inclusive education according to the variables of sex, workplace, specialty, years of experience, scientific qualification. Based on the results, the study recommends encouraging people with special Alajtaajat through reinforcement and their participation in school radio and in school committees.