The study aimed to identify the most important obstacles to students with intellectual disabilities from accessing public education curricula from the perspective of their teachers in Riyadh. To achieve the study objectives, the survey curriculum and the questionnaire were used to collect information, and the response was made with a sample of (257) teachers. One of the most important results was the presence of statistically significant differences at the level (0.01) between the average responses of the sample members about the total degree of obstacles that prevent students with intellectual disabilities from accessing the general education curricula and their sub-dimensions due to the difference of the variable (sex), in favor of females, and the absence of Statistically significant differences between the averages of the responses of individuals attributed to the difference of the variable (years of experience), and the existence of statistically significant differences at the level of (0.05) between the averages of the responses of the study individuals about the total degree of obstacles attributed to the difference of a variable (teaching subject), in favor of the science subject. The presence of statistically significant differences due to the difference in the (training courses) variable, in the direction of the study individuals who received training courses.
بنت فراج حماد المفرج, منيرة
"مُعيقات وصول التلاميذ ذوي الإعاقة الفكرية إلى مناهج التعليم العام,"
Journal of Faculty of Education Assiut University - المجلة العلمية بكلية التربية-جامعة أسيوط: Vol. 36
, Article 10.
Available at: https://digitalcommons.aaru.edu.jo/jfe_au/vol36/iss9/10