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1620833 |
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|a eng
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| 044 |
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|b ليبيا
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| 100 |
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|9 468713
|a Alyasir, Saleh Musftah
|e Author
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| 245 |
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|a A Case Study of Libyan and Serbian Teachers' Attitudes towords Inclusion Education
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| 260 |
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|b جامعة المرقب - كلية التربية بالخمس
|c 2017
|g يوليو
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| 300 |
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|a 318 - 330
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| 336 |
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|a بحوث ومقالات
|b Article
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| 520 |
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|a هدفت هذه الدراسة إلى التعرف على اتجاهات عينة من المعلمين الليبيين والصرب نحو دمج التلاميذ ذوي الفئات الخاصة في مدراس التعليم العام، تكونت عينة الدراسة من 80 معلم ومعلمة 40 منهم ليبيون يدرسون بالمدرسة العربية بجمهورية صربيا و40 منهم من الصرب يدرسون بمدرسة صربية في بلغراد، تم استخدام مقياس الاتجاهات نحو الدمج الذي طورته ماريانا ماتا (2008) والذي يتكون من 18 عبارة تقيس 3 جوانب من الاتجاهات وهي الجانب المعرفي والسلوكي والأخلاقي، واستخدم الدراسة اختبارات كل من تحليل التباين الأحادي (Anova), واختبار ت للفروق (T test) للتحقق من فرضيات الدراسة. وكانت أهم نتائج الدراسة هي وجود اتجاهات إيجابية للمعلمين نحو دمج فئات كل من ذوي صعوبات العلم، وذوي الصعوبات السلوكية والانفعالية، وذوي الإعاقات السمعية، وذوي الإعاقات البدنية في مدارس التعليم العام، في حين كانت اتجاهاتهم سلبية نحو دمج التلاميذ ذوي الإعاقات العقلية والإعاقات البصرية.
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| 520 |
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|b The purpose of this study was to examine teachers’ attitudes toward including students with special needs in general education classrooms in two schools: one of them Libyan school, and the other school is Serbian. This study examined the general attitudes of teachers toward inclusion and the variables that are believed to be associated with these attitudes. The study sample was formed by full-time Libyan school teachers, who teach in Serbian school, namely Ds Milan D Milicevic. There were eighty teachers; forty from Libyan school and forty from Serbian school too. The inclusive attitudes of these teachers were measured using multidimensional attitudes toward Inclusive Education Scale which has 18 items. IES which is used in this study had been developed by Marian Mahat (2008). One- way between subjects ANOVA, T-test, and Person correlation were used to investigate from the study hypotheses, results showed that all teachers expressed positive attitudes toward all statements of behavioral dimension, and all of them believe in the general concept of inclusive the students with special needs in general education classrooms from behavioral dimension too. This paper reveals that the majority teachers expressed more negative attitudes toward the inclusion of student with mental retardation, and Visual impairments than they did toward other disabilities, including students with emotional and behavioral disorders, but their attitudes were positive toward inclusive about learning disabilities, emotional and behavioral disorders, visual impairment, and physically disability.
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| 653 |
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|a التربية الخاصة
|a التعليم المدمج
|a ذوو الاحتياجات الخاصة
|a المعلمون الليبيون
|a المعلمون الصربيون
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| 692 |
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|b Attitudes
|b Inclusion
|b Visual
|b Emotional and Behavioral Disorders
|b Learning Disabilities
|b Emotional and Behavioral Disorders
|b Hearing Impairment
|b Physically Disability
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| 700 |
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|9 468714
|a Alhaseek, Mufida Abdu Allah
|e Co-Author
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| 773 |
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|4 التربية والتعليم
|6 Education & Educational Research
|c 021
|l 011
|m ع11
|o 1568
|s مجلة التربوي
|t Educational Magazine
|v 000
|x 2011-421X
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| 856 |
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|u 1568-000-011-021.pdf
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| 930 |
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|d y
|p y
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| 995 |
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|a EduSearch
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| 999 |
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|c 869962
|d 869962
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