The reality of integrating students with special needs into ordinary schools

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DC Field	Value	Language
dc.contributor.author	Mohamed Guemari	-
dc.contributor.author	Maghnia Gouaich	-
dc.contributor.author	Houaria Yebou	-
dc.date.accessioned	2023-04-13T08:26:13Z	-
dc.date.available	2023-04-13T08:26:13Z	-
dc.date.issued	2023-02-28	-
dc.identifier.issn	1112-9263	-
dc.identifier.uri	https://dspace.univ-ouargla.dz/jspui/handle/123456789/32520	-
dc.description	Psychological & Educational Studies Review	en_US
dc.description.abstract	The study aimed at identifiying the attitudes of primary education teachers towards integrating students with special needs and ordinary students in regular schools. The sample included (141) teachers. The attitudes scale of primary education teachers towards integrating people with special needs into regular schools was used. Using the descriptive method, we reached the following results: The nature of primary education teachers' attitudes towards integrating students with special needs with ordinary students in regular schools is negative	en_US
dc.language.iso	other	en_US
dc.relation.ispartofseries	number 33 2023 vol 16 n 1;	-
dc.subject	attitudes	en_US
dc.subject	primary education teachers	en_US
dc.subject	school integration	en_US
dc.subject	people with special needs	en_US
dc.title	The reality of integrating students with special needs into ordinary schools	en_US
dc.title.alternative	A field study on teachers of primary education in the provinces of the province of Mostaganem	en_US
dc.type	Article	en_US
Appears in Collections:	number 33 2023 vol 16 n 1

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