الفهرس 
مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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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.