The Perspectives of Special Education Teachers on the Challenges They Face in Inclusive Schools at the Basic Education Stage in Az-Zawiya Central City

Abstract

The study aimed to identify the perspectives of special education teachers on the challenges they face in inclusive schools at the basic education stage in the city of Zawiya.

The researcher adopted the qualitative analytical method and used semi-structured interviews. The study sample consisted of twelve female teachers who had taught students with learning difficulties، autism spectrum disorder، physical disabilities، blindness، visual impairment، and epilepsy.

The results showed that the most important challenges facing inclusive education teachers at the basic education stage were structural and material challenges، including the inadequacy of infrastructure and the lack of resource rooms. The challenges also included administrative and organizational challenges، such as classroom overcrowding، the unsuitability of lesson time، and the lack of administrative support. In addition، there were methodological and academic challenges، including the unsuitability of curricula، the shortage of specialized staff، and weak follow-up and supervision. Social and psychological challenges also emerged، including negative attitudes، bullying، and lack of family cooperation.

The study recommends allocating a budget for inclusive schools، reducing classroom density، approving job incentives for teachers، developing pre-service preparation programs، and intensifying field training during service.