The Impact of Mainstreaming on the Integrated Child from the Perspective of Parents& Teachers and Factors Associated with it

摘要

The research aims to study the effect of the mainstreaming on the child from the perspective of parents and teachers and the factors associated with this effect.The study sample was 20 schools (13 public &7 private), (188) Integrated children were chosen from the sample schools. A questionnaire used in data collection was sent to integrated child's parent. Also a measure of behavioral problems from the viewpointof a teacher and a measure of preparedness or readiness of the child to school are also used (Adel Mohammed, 2009).Hearing and mental disabilities are the most prevalent disabilities in public schools, but in private schools it was found that learning difficulties and autism are the most prevalent. The results showed improvement in the average values of measurements(after integration) for measurements in variables (linguistic expression-understanding- linguistic skill- improve language - preparation - school readiness) except school achievement, there are no differences between the values of the pre-mainstreaming and after. There is no significant correlation between the degree of the impact of the integration on the integrated child and research variables related to the child and his family (gender, age, birth order, school year, desire to go to school). Except the number of brothers, which is associated with no of behavioral problems in children and the child's desire to go to school which is related to the degree of school readiness.