Integration of children with special needs to pre-kindergarten classes
MENA Dubai 2003 Abstract
||Rogia Al Sayed Attayeb Alabbas Badr
||The continuous development of any society depends on the development of its members. The criterion for its development can be measured by the availability of education of all its categories, regardless of the color, the race or mental capacity. The present research aims to determine the benefits in cognitive development and behavior coordination, that children with special needs can benefit from as a result of integrating them into the pre-kindergarten class. It also aims to determine parent and teacher attitudes toward this integration. The descriptive method was used, and the experimental sample was chosen from children with special needs integrated in pre-kindergarten classes, and non-integrated children, in Al Khortoum State.
The study consisted of 160 children who were chosen randomly. The tools of study were attitudes, cognitive development, and coordination scales, and the test of the "human drawing".
- The grades of the experimental group increased significantly in cognitive development and behavioral coordination.
- Teachers' attitudes were characterized by its neutrality, whereas the parents of integrated children showed a positive attitude and the parents of non-integrated children showed a negative attitude.
- The grades of the girls increased in behavior coordination, and the grades of the boys increased in cognitive development.
The study is concluded with some suggestions and recommendations.