Teachers' attitudes towards the integration of disabled students with non-disabled students in the three first grade Misurata schools

Abstract

The current study aimed at identifying teachers of the first three grades' attitudes towards integrating disabled with non-disabled students. With respect to the first three grades teachers' different academic, social, and psychological dimensions this study aimed to investigate their attitudes towards integrating disabled students with their non-disabled counterparts. Furthermore, this study sought to discover the different points of view of teachers in the first three grades' regarding integrating disabled with non disabled students based on their gender and years of experience. The researchers utilized a descriptive approach to determine the research objectives. The research was conducted using a questionnaire adopted from Al-Smadi (2010). The questionnaire was distributed to 108 male and female teachers. To analyze the data the researchers used SPSS software. The results revealed that teachers in the first three grades had positive attitudes towards integrating disabled students with non-disabled ones. The study also concluded that teachers with different academic, social and psychological dimensions had positive attitudes towards integrating disabled with non disabled students. Moreover, the study results showed that there were no statistically significant differences between teachers' responses towards integrating disabled with non-disabled students based on their gender nor their years of experience.