واقع سياسة التعليم الجامع في ضوء بعض معايير الجودة في المدارس الحكومية من وجهة نظر المعلمين
Date
2021-05-01
Authors
حنين عبد الجليل محمد عياد
Haneen A.M. Ayyad
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
The study aimed to identify the reality of the inclusive education policy in light of some quality standards in public schools from the teachers ’point of view. The researcher used the descriptive and analytical approach in the study, and it was based on a questionnaire prepared by the researcher. The sample of the study consisted of (207) teachers of education in the suburbs of Jerusalem.
The study found that the reality of inclusive education policy from the teachers' point of view came with Medium as the arithmetic mean of the total score was (2.55), and the field of study planning and the inclusive curriculum got the highest arithmetic average of (2.84), followed by the field of curricula and inclusive education with an average of (2.72) then the field of evaluation in order to facilitate learning with an arithmetic average (2.52), followed by the field of classroom management and implementation skills to facilitate inclusive education with an arithmetic average (2.47) and it came with a medium degree, followed by the field of school environment with a mean (2.17), and it came with a low grade.
The results of the gender hypothesis indicated that there are differences in favor of males, and scientific qualification in favor of postgraduate studies, as well as with regard to years of experience, and it was in favor of (5-10) years, and with regard to the educational stage, the differences were in favor of the higher basic.
The study recommended the need to train teachers continuously on all modern programs in dealing with students with disabilities to have the ability to make a Proper and modern school planning, and to include in the Palestinian curriculum everything that is modern and modern with regard to students with disabilities and encourage them to think and
innovate, Teachers should focus more in developing a comprehensive plan to evaluate all students through an evaluation plan for inclusive education, and to work on strengthen the school environment to be qualified in terms of devices and equipment for students with different disabilities.