Difficulties and obstacles in integrating students with disabilities in Jordanian schools

H. J. Katanani, M. A. Sakarneh, A. A. Alrahamneh, W. Awamleh, N. M. Saaideh
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Abstract

Introduction. Integrating students with disabilities into schools may present challenges, but the benefits of doing so are significant. By promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations, Jordan can create a more inclusive and supportive educational environment for all students. Study participants and methods. The study's goal was to find out the challenges and barriers that exist in the process of integrating students with disabilities into inclusive schools from the perspective of regular teachers who are currently employed in integration schools. Additionally, the study aimed to determine the requirements for successful inclusion of disabled students from the perspective of school principals who are currently employed in these schools. The descriptive-analytical approach, namely self-report research, was used because of its relevance to the study's objectives. It is based on studying the educational phenomenon and describing it as it is. A total of 152 classroom teachers and 47 school administrators from the same schools made up the study's sample. Results. According to the findings, instructors viewed integration barriers as moderate in the integrated schools with a mean of 3.12, and standard deviation of 0.48. One of the most significant challenges to integration is the need for written duties, while sufficient money comes in last with a mean of 2.27 and standard deviation of 1.10. From the perspective of the principles, successful integration entailed a number of advanced conditions. Funding, well-equipped schools, and easy accessibility were cited as the most important factors in successful integration. Practical significance. The practical significance of the study on integrating students with disabilities into schools is its potential to inform decision-making and policy development in order to create more inclusive and supportive educational environments. By identifying the challenges and barriers to integration, decisionmakers can work towards promoting inclusion and equality, improving academic outcomes, developing social skills, enhancing teacher training, and meeting legal obligations. The study's findings emphasize the importance of addressing funding, well-equipped schools, easy accessibility, and providing support for teachers in order to create successful integration programs.
残疾学生融入约旦学校的困难和障碍
介绍。将残疾学生融入学校可能会带来挑战,但这样做的好处是显著的。通过促进包容和平等、改善学业成果、发展社交技能、加强教师培训和履行法律义务,约旦可以为所有学生创造一个更具包容性和支持性的教育环境。研究对象和方法。本研究的目的是从目前在融合学校工作的正规教师的角度,找出残疾学生融入融合学校过程中存在的挑战和障碍。此外,本研究旨在从在职的学校校长的角度,确定残障学生成功共融的要求。使用描述性分析方法,即自我报告研究,因为它与研究目标相关。它是建立在对教育现象的研究和如实描述的基础上的。来自同一所学校的152名任课教师和47名学校管理人员组成了这项研究的样本。结果。根据研究结果,教师认为融合障碍在融合学校是中等的,平均值为3.12,标准差为0.48。整合的最大挑战之一是需要书面责任,而足够的钱排在最后,平均值为2.27,标准差为1.10。从原则的角度来看,成功的一体化需要一些先进的条件。资金、设备精良的学校和便利的交通被认为是成功整合的最重要因素。现实意义。将残疾学生融入学校的研究的实际意义在于,它有可能为决策和政策制定提供信息,从而创造更具包容性和支持性的教育环境。通过识别融合的挑战和障碍,决策者可以努力促进包容和平等,改善学术成果,发展社交技能,加强教师培训,并履行法律义务。该研究的结果强调了解决资金、学校设备完善、无障碍以及为教师提供支持等问题的重要性,以便创建成功的融合项目。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Perspektivy Nauki i Obrazovania
Perspektivy Nauki i Obrazovania Arts and Humanities-Philosophy
CiteScore
0.80
自引率
0.00%
发文量
162
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