الفهرس | يوجد فقط 14 صفحة متاحة للعرض العام |
المستخلص Problem: kindergarten teacher is a very important profession. It needs personal and psychological characteristics to help her to fulfill her role. She plays an important role in establishing the child’s personality in general and children with special needs in particular. For a disabled child, kindergarten teacher is the way to the outside world and means to understand and absorb everything that surrounds him. Trends toward inclusion vary between supporters and opponents. Therefore, it was necessary to identify the ”degree of kindergarten teacher acceptance to the idea of inclusion children with special needs with normal developing, and the factors that shape such trends (acceptance or rejection) represented in teacher personality as a factor that influence acquisition trends among individuals”. Hence, the current study problem can be formulated in the following questions: 1. What are kindergarten teachers trends towards children with special needs inclusion with their normal developing children? 2. Are there any statistically significant differences in the trends of kindergarten teachers towards inclusion in terms of some variables (experience - Position - school type)? 3. What is the relationship between kindergarten teachers trends and their the personality traits? Study aims: The study aims at: 1. Defining kindergarten teachers trends about children with special needs inclusion in regular classes. 2. Designing and implementing a trends scale on a sample of kindergarten teachers about inclusion 3. Identifying the relationship between teachers’ trends and some relevant variables (experience - Position - school type). 4. Discussing teacher’s personal trends impact on her attitude towards of children with special needs inclusion?، Study Importance: The study importance lies in trying to reveal the nature of kindergarten teachers’ trends about children with special needs inclusion with normal developing children; and to know the attitudes nature in teachers towards children with special needs inclusion as a good approach that helps teachers to accept the idea of inclusion. Moreover, knowing of trends of kindergarten teachers help in preparing educational and guiding programs and its effectiveness on developing teachers negative awareness, and strengthen their positive ones. This study also contributes to confirm the usefulness of the process of inclusion for children with special needs, normal children, teachers, as well as community. It describes personality traits that must be met in kindergarten teacher that may influence the teachers’ trends towards inclusion. Study hypotheses: 1. There are significant statistically correlation between attitudes towards inclusion scores and clinical analysis scale of personality traits scores in governmental kindergartens teachers. 2. There are significant statistically correlation between attitudes towards inclusion scores and clinical analysis scale of personality traits scores in governmental kindergarten first teachers. 3. There are significant statistically correlation between attitudes towards inclusion scores and clinical analysis scale of personality traits scores in experimental school kindergarten teachers. 4. There are significant statistically correlation between attitudes towards inclusion scores and clinical analysis scale of personality traits scores in experimental school kindergarten first teachers. 5. There are significant statistically between kindergarten teacher attitudes towards inclusion in terms of experience years. 6. There are significant statistically between kindergarten teachers on clinical analysis scale for personality traits in terms of experience years. Study sample: The current study sample consisted of (272) kindergarten teachers. They were selected from those who work in governmental and experimental schools of the educational administration in Kalubia Governorate, Study Tools: In the current study, the researcher used the following tools: 1 – A survey on inclusion for teachers. (Prepared by the researcher). 2 - kindergarten teachers’ trends about inclusion Questionnaire (prepared by the researcher). 3 - of clinical analysis Scale of personality (Part I) (prepared by Abdul Rakib Beheiri, 2005). Study Results: 1– There is a statistically significant correlation at (0.05) between kindergarten teacher’s personality traits (warmth, control, impulsivity, emotional persistence, adventure and bravery, sensitivity, freedom, stress, self-sufficiency and independence, savvy, self-control) respectively, and her attitude towards integration of children with special needs. 2 - There are statistically significant differences between the groups, subject of this study, in the first dimension of the scale of teachers’ trends towards integration. The differences between (governmental teachers “less than 10 years” ) and (governmental teachers “ more than 10 years” ,and teachers of experimental schools “ less or more than 10 years”) came in favor of (governmental teachers “less than 10 years” ) in the dimensions of the scale of trends towards integration, as well as in the total score of the scale. 3 - There are differences between (experimental school’s teachers “less than 10 years”) and (experimental school’s teachers “more than 10 years”, the governmental school’s teacher “more than 10 years”, governmental school senior teacher and experimental school senior teacher in the scale of trends in favor of (experimental school’s teachers “less than 10 years”). 4 - There are statistically significant differences between the teachers, subject of this study, in the personality traits scale. 5 - There are statistically significant differences between the groups, subject of this study, in the emotional stability trait of the personality traits scale for kindergarten teachers. There are differences between the governmental school teacher and the experimental school senior teacher in favor of the experimental school senior teacher. 6 - There are differences in the self-control trait between the governmental school teacher and the governmental school senior teacher in favor of the governmental school senior teacher. 7 - There are statistically significant differences in the stress trait between governmental school teacher and the experimental school senior teacher in favor of the governmental school teacher. |