دور معلمي المدارس الأساسية في الدمج الاجتماعي للطلبة ذوي الحاجات الخاصة في مدينة عمان
Abstract
محمد عبد السكارنة[1]
ملخص
هدفت الدراسة الحالية إلى التعرف على دور معلمي المرحلة الأساسية في عملية الدمج الاجتماعي للطلبة ذوي الحاجات الخاصة في مدينة عمان. استخدم منهج البحث النوعي في جمع وتحليل البيانات؛ حيث أُستخدمت طريقتي المقابلة والملاحظة في جمع البيانات والطريقة التفسيرية في تحليلها. كانت عينة الدراسة هي العينة القصدية المحكية باختيار معلمتين انطبقت عليهم شروط الدراسة. أشارت نتائج الدراسة إلى أن هناك تطابقاً بين النظرية والتطبيق في تفسير دور المعلم في عملية الدمج الاجتماعي لذوي الحاجات الخاصة في المرحلة الأساسية. كلتا المعلمتين كانتا متعاطفتين مع الطلبة ذوي الحاجات الخاصة أثناء تفسيرهم لمفهوم الدمج بشكل عام، أما بالنسبة لمفهوم الدمج الاجتماعي فهو يعني من وجهة نظر المعلمتين أن يدمج الطلبة ذوي الحاجات الخاصة في المواقف أو المناسبات الاجتماعية فقط. أما من الناحية التطبيقية أي من خلال حصص المشاهدة فقد شاهد الباحث أن عناصر الدمج الاجتماعي كانت ظاهرة في أثناء عملية التدريس. بناء على هذه النتائج تم التوصل إلى مجموعة من التوصيات النظرية والتطبيقية.
الكلمات الدالة: الدمج، الدمج الاجتماعي، الطلبة ذوي الحاجات الخاصة، معلمي المدارس الأساسية
The Role of Basic School Teachers in the Social
Inclusion of Students with Special Needs in Amman City
Mohammed Abed Al-Sakarneh
Abstract
The study aimed to identify the role of basic school teachers in the social inclusion of students with special needs. A qualitative research approach was used to collect and analyze the data; for the data collection; semi-structured interview and observation were used and for the data analysis; interpretational approach was used. The sample of the study was purposeful through choosing two teachers who meet the study conditions . The results indicate that there is congruence between theory and practice in interpreting the role of the teacher in the process of social inclusion of students with special needs in basic school. Both teachers were compassionate with the students with special needs in their interpretation of the concept of the inclusion in general. As for the concept of social inclusion, it means from the teachers' point of view that the inclusion of students with special needs only in social events. However, during the observed lessons, the researcher noted that elements of social inclusion were evident during the teaching process based on these findings; theoretical and applied recommendations were presented.
Key words: Inclusion, Social inclusion, Students with special needs, Basic school teachers.
[1] جامعة البلقاء التطبيقية.
تاريخ تقديم البحث: 27/8/2019م. تاريخ قبول البحث: 8/12/2019م .
© جميع حقوق النشر محفوظة لجامعة مؤتة، الكرك، المملكة الأردنية الهاشمية، 2022 م.
Keywords
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DOI: http://dx.doi.org/10.35682/1203
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