جۆری توێژینهوه : Original Article
نوسهران
Department of General Psychology ,Faculty of Education, University of Zakho
پوخته
The research aims to identify the opinions of teachers and administrators to integrate pupils with special needs with regular pupils in the primary schools in the center of Zakho district. The research sample consisted of (350) individuals in the ratio of (250) male and female teachers from different specializations and (100) male and female principals and their assistants from primary schools. The researchers prepared a tool consisting of (36) paragraphs with answer alternatives (approved, neutral, disagree). The paragraphs are divided into five axes: the first: the philosophy of educational inclusion in a total of (9) items, the second: the educational dimensions of educational integration with a total of (7) paragraphs, the third: the social dimensions of educational integration with a total of (6) paragraphs, the fourth: the psychological dimensions of educational integration with a total of (7) Paragraphs, and the fifth: the school environment, with a total of (6) items. After extracting the psychometric properties of it, represented with apparent honesty, and consistency in the way of re-testing, which has a value of (0.91). The researchers used: Pearson correlation coefficient, T-test for one sample, T-test for two independent samples, Uni-directional variance analysis, and LSD test, as statistical means to extract the results represented by: gender, job type (male or female teacher and principal), the academic specialization of the teacher (humanities, applied sciences, sports education or art), years of service from (1-5), (6-10), (11-15), (16-20) years, and marital status (single, married, widower). The research found that the majority of respondents adopted the philosophy of integrating people with special needs in regular schools, but with pessimism about the application of the process. It is necessary for the teacher to be equipped with various teaching skills in regular schools. Despite the agreement of most of them that this group will learn better when merging and will develop respect between the two groups, they believe that this process will have a negative impact on the achievement of regular students. In addition to that, most of them have no hopes for a production return for society in the future. On the psychological level, the integration process may have negative effects on the psychology of students with special needs as a result of inappropriate behaviors that may come from their regular peers because the school environment is not yet ready. In general, there were no significant differences with respect to these axes according to gender, the type of job (male or female teacher and principal), marital status (single, married, widower), or for years of service in general. However, there are differences in academic specialization for the benefit of art education teachers. In light of the research results, the researchers presented a set of proposals and recommendations to the concerned authorities.
وشه بنچینهییهكان
ناونیشانی توێژینهوه [English]
The Views of Teachers and Administrators to Integrate Students with Special Needs with Regular Students in Primary Schools in Zakho District
نوسهران [English]
- kazheen Karo
- Marwa Hammou
- Zahid Mohammed
Department of General Psychology ,Faculty of Education, University of Zakho
پوخته [English]
The research aims to identify the opinions of teachers and administrators to integrate pupils with special needs with regular pupils in the primary schools in the center of Zakho district. The research sample consisted of (350) individuals in the ratio of (250) male and female teachers from different specializations and (100) male and female principals and their assistants from primary schools. The researchers prepared a tool consisting of (36) paragraphs with answer alternatives (approved, neutral, disagree). The paragraphs are divided into five axes: the first: the philosophy of educational inclusion in a total of (9) items, the second: the educational dimensions of educational integration with a total of (7) paragraphs, the third: the social dimensions of educational integration with a total of (6) paragraphs, the fourth: the psychological dimensions of educational integration with a total of (7) Paragraphs, and the fifth: the school environment, with a total of (6) items. After extracting the psychometric properties of it, represented with apparent honesty, and consistency in the way of re-testing, which has a value of (0.91). The researchers used: Pearson correlation coefficient, T-test for one sample, T-test for two independent samples, Uni-directional variance analysis, and LSD test, as statistical means to extract the results represented by: gender, job type (male or female teacher and principal), the academic specialization of the teacher (humanities, applied sciences, sports education or art), years of service from (1-5), (6-10), (11-15), (16-20) years, and marital status (single, married, widower). The research found that the majority of respondents adopted the philosophy of integrating people with special needs in regular schools, but with pessimism about the application of the process. It is necessary for the teacher to be equipped with various teaching skills in regular schools. Despite the agreement of most of them that this group will learn better when merging and will develop respect between the two groups, they believe that this process will have a negative impact on the achievement of regular students. In addition to that, most of them have no hopes for a production return for society in the future. On the psychological level, the integration process may have negative effects on the psychology of students with special needs as a result of inappropriate behaviors that may come from their regular peers because the school environment is not yet ready. In general, there were no significant differences with respect to these axes according to gender, the type of job (male or female teacher and principal), marital status (single, married, widower), or for years of service in general. However, there are differences in academic specialization for the benefit of art education teachers. In light of the research results, the researchers presented a set of proposals and recommendations to the concerned authorities.
وشه بنچینهییهكان [English]
- Integrate Students
- Special Needs
- Regular Students
)