The Quality Level of Programs for Including Children with Disabilities into Government Primary Schools and Their Relationship to Teachers’ Acceptance of the Inclusion Process
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Jun 8, 2026
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Rasmia Salem Al-Marri
https://orcid.org/0009-0009-2237-6862
https://orcid.org/0009-0009-2237-6862
Abstract
The study aimed to reveal the quality level of programs for including children with disabilities into government primary schools, and the level of teachers’ acceptance of the inclusion process, and the relationship between them. The study followed the descriptive approach in both its survey and correlational aspects; a questionnaire was developed to collect data, and the sample consisted of (385) male and female teachers. The results showed that the quality level of inclusion programs for children with disabilities came high in general and in all dimensions, which were ranked in the following order: school administration, program components and implementation methods, resource room and supportive environment and teachers. It was also found that the level of teachers’ acceptance of the inclusion of children with disabilities was high, and that there were statistically significant differences at the level (α ≤ 0.05) in teachers’ acceptance of the inclusion of children attributable to the gender variable favoring females, while no differences appeared attributable to the variables of both educational qualification and years of experience. The results also showed that the quality of inclusion programs for children with disabilities in its four dimensions is is positively and strongly correlated with teachers’ acceptance of the inclusion of children with disabilities, and that the quality of inclusion programs explains (68.7%) of teachers’ acceptance of inclusion. The study recommended enhancing the quality of inclusion programs, through the school administration’s interest in providing the necessary training for teachers in dealing with included children, especially in the field of direct intervention and providing first aid, training and vocational rehabilitation services for included children, as well as taking their opinions into account in inclusion programs.
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Keywords
Inclusion programsChildren with disabilitiesGovernment primary schoolsAcceptance of inclusion programsInclusion of persons with disabilities in the State of Qatar
References
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Abdel Maqsoud, F. F. (2021). The Requirements of implementing the school accreditation system in light of the philosophy of educational inclusion in kindergarten institutions–suggested strategy (in Arabic). Unpublished Ph.D Dissertation, Minya University, Egypt. https://n9.cl/j4sbc
Aboelmaaty, O., Sharshour, S., Alagamy, Z., Abdelhamed, T., & Gomaa, A. (2023). Integration of children with special needs into regular schools: Teachers and parents perspectives. Egyptian Journal of Nursing & Health Sciences, 4(2), 153-167. https://doi.org/10.21608/EJNHS.2023.327647
Al-Ghalilat, A. S. & Al-Samadi, J. M. (2015). Developing standards to ensure the quality of inclusive education programs and examining the degree of their applicability to the programs offered in Jordan (in Arabic). Dirasat Journal: Educational Sciences, 42(3), 962-963.
Al-Hamad, A. Kh. & Al-Atoum, N. A. (2016). Inclusion for people with special needs (in Arabic). Dar Al-Masirah for Publishing and Distribution, Amman-Jordan.
Al-Nuaimi, I. S. (2021). Opening speech at the Digital Solutions Conference in cooperation with UNESCO and the Ministry of Education and Higher Education. Tuesday: September 28, 2021, Qatar (in Arabic). Retrieved on: 2/18/2024 from the link: https://2u.pw/iW0TQm3
Al-Qassas, Kh. M. (2018). Evaluating mental disability programs in Al-Baha region in light of quality standards (in Arabic). Journal of Psychological and Educational Sciences-Algeria, 6(1), 189-211. https://www.asjp.cerist.dz/en/article/43172
Al-Shawabkeh, H. A. (2022). Trends of teachers in the basic stage towards integrating persons with disabilities into regular schools in Jordan. Journal of Positive School Psychology, 6(6), 785-801. https://journalppw.com/index.php/jpsp/article/download/7104/4644
Al-Suwaiti, A. K. (2016). Attitudes and opinions of teachers and administrators in public education towards the inclusion of unusual children into regular primary schools in the Hebron region (in Arabic). Journal of the College of Basic Education for Educational and Human Sciences, (25), 114-132. https://becj-iq.org/view.php?id=968
Asres, G. W. (2019). Teachers’ attitudes towards the inclusion of students with disabilities in the regular classroom: The case of selected primary schools in south Gondar Administrative Towns-Ethiopia. Journal of Education and Training Studies, 7(12), 66-75. https://doi.org/10.11114/jets.v7i12.4636
Bashiwa, H. & Qaisr, A. (2022). Teachers’ attitudes towards educational inclusion of people with special needs in regular schools (in Arabic). Journal of Educational Research-Algeria, 11(3), 265-282. https://www.asjp.cerist.dz/en/article/210083
Bo Abdallah, S. (2023). Successful school inclusion for people with special needs: Between the visions of theorists and regulating laws (in Arabic). Tabna Journal for Academic Scientific Studies-Algeria, 6(2), 1174-1187. https://www.asjp.cerist.dz/en/article/234779
Boucharb, M. & Hafri, Z. G. (2022). Integrating people with special needs into the regular Algerian school between regulatory texts and reality (in Arabic). Journal of Scientific Research Dafater-Algeria, (10), 195-212. https://www.asjp.cerist.dz/en/article/192788
Djordjevic, S. Stanojevic, D. & Djordjevic, L. (2018). Attitudes towards inclusive education from the perspective of teachers and professional associates. ТEME, 6(1), 1-15. https://doi.org/10.22190/TEME1801001D
Emiri Diwan. (2004). Law No. (2) of 2004 regarding people with special needs. Doha, Qatar. https://www.almeezan.qa/LawView.aspx?opt&LawID=246&language=ar
Evans, J. (1996). Straightforward statistics for the behavioral sciences. Brooks/Cole Publishing, California.
Friend, M. (2012). Inclusion and Inclusive Practices in Special Education. Encyclopedia of diversity in education.
Hassanein, I. S. (2019). Quality standards for inclusion programs for children with special needs from the perspective of how society is organized (in Arabic). Journal of Social Work-Egypt, 46(5), 148-186. https://doi.org/10.21608/jsswh.2019.50267
Hunter, L. (2022). Successful integration: How special education students can be successfully integrated into general education classrooms. Unpublished Master's Thesis. California State University Chico. USA.
Ministry of Education and Higher Education. (2024). Special needs education and inclusive education. https://www.edu.gov.qa/ar/Content/SpecialNeedsEducation
Othman, V. (2022). The reality of educational inclusion for students with disabilities in primary schools in the city of Jerusalem from the point of view of its teachers (in Arabic). Arab Journal for Scientific Publishing, (42), 438-460. Retrieved on: 2/7/2024 from the link: https://2u.pw/L3jXmqy
Popovic, N. & Wizda, C. (2020). Indicators for inclusive education. Sarajevo: MyRight-Empowers people with disabilities. https://dugabih.ba/en/wp-content/uploads/2021/01/Indicators-eng.pdf
Sekaran, U. & Bougie, R. (2010). Research methods for business: A skill building approach (5th Ed). John Willy & Sons Ltd, West Sussex.
Šuc, L., Bukovec, B., Žveglič, M., & Karpljuk, D. (2016). Primary school teachers attitudes towards inclusive education in Slovenia. Journal of Universal Excellence, 5(1), 30-46. https://www.fos-unm.si/media/pdf/RUO/2016-5-1/RUO_039_Clanek_Teacher_attitudes_koncni_prejeto_2016_02_25.pdf
*******************************************************************************************
العربية
باشيوة، حسين وقيصر، آمال. (2022). اتجاهات المعلمين نحو الدمج التربوي لذوي الاحتياجات الخاصة بالمدارس العادية. مجلة البحوث التربوية والتعليمية-الجزائر، 11(3)، 265-282. https://www.asjp.cerist.dz/en/article/210083
بوشارب، مريم وحافري، زهية غنية. (2022). دمج ذوي الاحتياجات الخاصة في المدرسة الجزائرية العادية بين النصوص التنظيمية والواقع. مجلة دفاتر البحوث العلمية-الجزائر، (10)، 195-212. https://www.asjp.cerist.dz/en/article/192788
بوعبدالله، سولاف. (2023). الدمج المدرسي الناجح لذوي الاحتياجات الخاصة: ما بين رؤى المنظرين والقوانين المنظمة. مجلة طبنة للدراسات العلمية الأكاديمية-الجزائر، 6(2)، 1174-1187. https://www.asjp.cerist.dz/en/article/234779
حسنين، إبراهيم صبري. (2019). معايير جودة برامج دمج الأطفال ذوي الاحتياجات الخاصة من منظور طريقة تنظيم المجتمع. مجلة دراسات في الخدمة الاجتماعية-مصر، 46(5)، 148-186. https://doi.org/10.21608/jsswh.2019.50267
الحمد، علي خليل والعتوم، نعيم علي. (2016). الدمج لذوي الاحتياجات الخاصة. دار المسيرة للنشر والتوزيع، عمان-الأردن.
الديوان الأميري (2004). القانون رقم (2) لسنة 2004 بشأن ذوي الاحتياجات الخاصة. الدوحة، قطر. https://www.almeezan.qa/LawView.aspx?opt&LawID=246&language=ar
السويطي، عبد الناصر كايد. (2016). اتجاهات و آراء المدرسين والإداريين في التعليم العام نحو إدماج الأطفال غير العاديين في المدارس الابتدائية العادية في منطقة الخليل. مجلة كلية التربية الأساسية للعلوم التربوية والإنسانية، (25)، 114-132. https://becj-iq.org/view.php?id=968
عبد الفتاح، أريج عقاب. (2018). اتجاهات المعلمين نحو دمج الطلبة من ذوي الإعاقة مع أقرانهم في مدارس محافظة سلفيت الحكومية [رسالة ماجستير غير منشورة]. جامعة القدس المفتوحة، فلسطين.
عبدالمقصود، فاطمة فيصل. (2021). متطلبات تطبيق نظام الاعتماد المدرسي في ضوء فلسفة الدمج التعليمي بمؤسسات رياض الأطفال "استراتيجية مقترحة [رسالة دكتوراه غير منشورة]. جامعة المنيا، مصر. https://n9.cl/j4sbc
عثمان، فيفيان. (2022). واقع الدمج التربوي للطلبة ذوي الإعاقة في المدارس الابتدائية في مدينة القدس من وجهة نظر المعلمين فيها. المجلة العربية للنشر العلمي، (42) 438-460. استُرجع بتاريخ: 7/2/2024 من الرابط: https://2u.pw/L3jXmqy
الغليلات، أحمد سالم والصمادي، جميل محمود. (2015). تطوير معايير لضمان جودة برامج التعليم الدامج وفحص درجة انطباقها على البرامج المقدمة في الأردن. مجلة دراسات: العلوم التربوية، 42(3)، 962-963.
القصاص، خضر محمود. (2018). تقييم برامج الإعاقة العقلية بمنطقة الباحة في ضوء معايير الجودة. مجلة العلوم النفسية والتربوية-الجزائر، 6(1)، 189-211. https://www.asjp.cerist.dz/en/article/43172
وزارة التربية والتعليم والتعليم العالي. (2024). تعليم ذوي الاحتياجات الخاصة والتعليم الدامج. https://www.edu.gov.qa/ar/Content/SpecialNeedsEducation
Abdel Maqsoud, F. F. (2021). The Requirements of implementing the school accreditation system in light of the philosophy of educational inclusion in kindergarten institutions–suggested strategy (in Arabic). Unpublished Ph.D Dissertation, Minya University, Egypt. https://n9.cl/j4sbc
Aboelmaaty, O., Sharshour, S., Alagamy, Z., Abdelhamed, T., & Gomaa, A. (2023). Integration of children with special needs into regular schools: Teachers and parents perspectives. Egyptian Journal of Nursing & Health Sciences, 4(2), 153-167. https://doi.org/10.21608/EJNHS.2023.327647
Al-Ghalilat, A. S. & Al-Samadi, J. M. (2015). Developing standards to ensure the quality of inclusive education programs and examining the degree of their applicability to the programs offered in Jordan (in Arabic). Dirasat Journal: Educational Sciences, 42(3), 962-963.
Al-Hamad, A. Kh. & Al-Atoum, N. A. (2016). Inclusion for people with special needs (in Arabic). Dar Al-Masirah for Publishing and Distribution, Amman-Jordan.
Al-Nuaimi, I. S. (2021). Opening speech at the Digital Solutions Conference in cooperation with UNESCO and the Ministry of Education and Higher Education. Tuesday: September 28, 2021, Qatar (in Arabic). Retrieved on: 2/18/2024 from the link: https://2u.pw/iW0TQm3
Al-Qassas, Kh. M. (2018). Evaluating mental disability programs in Al-Baha region in light of quality standards (in Arabic). Journal of Psychological and Educational Sciences-Algeria, 6(1), 189-211. https://www.asjp.cerist.dz/en/article/43172
Al-Shawabkeh, H. A. (2022). Trends of teachers in the basic stage towards integrating persons with disabilities into regular schools in Jordan. Journal of Positive School Psychology, 6(6), 785-801. https://journalppw.com/index.php/jpsp/article/download/7104/4644
Al-Suwaiti, A. K. (2016). Attitudes and opinions of teachers and administrators in public education towards the inclusion of unusual children into regular primary schools in the Hebron region (in Arabic). Journal of the College of Basic Education for Educational and Human Sciences, (25), 114-132. https://becj-iq.org/view.php?id=968
Asres, G. W. (2019). Teachers’ attitudes towards the inclusion of students with disabilities in the regular classroom: The case of selected primary schools in south Gondar Administrative Towns-Ethiopia. Journal of Education and Training Studies, 7(12), 66-75. https://doi.org/10.11114/jets.v7i12.4636
Bashiwa, H. & Qaisr, A. (2022). Teachers’ attitudes towards educational inclusion of people with special needs in regular schools (in Arabic). Journal of Educational Research-Algeria, 11(3), 265-282. https://www.asjp.cerist.dz/en/article/210083
Bo Abdallah, S. (2023). Successful school inclusion for people with special needs: Between the visions of theorists and regulating laws (in Arabic). Tabna Journal for Academic Scientific Studies-Algeria, 6(2), 1174-1187. https://www.asjp.cerist.dz/en/article/234779
Boucharb, M. & Hafri, Z. G. (2022). Integrating people with special needs into the regular Algerian school between regulatory texts and reality (in Arabic). Journal of Scientific Research Dafater-Algeria, (10), 195-212. https://www.asjp.cerist.dz/en/article/192788
Djordjevic, S. Stanojevic, D. & Djordjevic, L. (2018). Attitudes towards inclusive education from the perspective of teachers and professional associates. ТEME, 6(1), 1-15. https://doi.org/10.22190/TEME1801001D
Emiri Diwan. (2004). Law No. (2) of 2004 regarding people with special needs. Doha, Qatar. https://www.almeezan.qa/LawView.aspx?opt&LawID=246&language=ar
Evans, J. (1996). Straightforward statistics for the behavioral sciences. Brooks/Cole Publishing, California.
Friend, M. (2012). Inclusion and Inclusive Practices in Special Education. Encyclopedia of diversity in education.
Hassanein, I. S. (2019). Quality standards for inclusion programs for children with special needs from the perspective of how society is organized (in Arabic). Journal of Social Work-Egypt, 46(5), 148-186. https://doi.org/10.21608/jsswh.2019.50267
Hunter, L. (2022). Successful integration: How special education students can be successfully integrated into general education classrooms. Unpublished Master's Thesis. California State University Chico. USA.
Ministry of Education and Higher Education. (2024). Special needs education and inclusive education. https://www.edu.gov.qa/ar/Content/SpecialNeedsEducation
Othman, V. (2022). The reality of educational inclusion for students with disabilities in primary schools in the city of Jerusalem from the point of view of its teachers (in Arabic). Arab Journal for Scientific Publishing, (42), 438-460. Retrieved on: 2/7/2024 from the link: https://2u.pw/L3jXmqy
Popovic, N. & Wizda, C. (2020). Indicators for inclusive education. Sarajevo: MyRight-Empowers people with disabilities. https://dugabih.ba/en/wp-content/uploads/2021/01/Indicators-eng.pdf
Sekaran, U. & Bougie, R. (2010). Research methods for business: A skill building approach (5th Ed). John Willy & Sons Ltd, West Sussex.
Šuc, L., Bukovec, B., Žveglič, M., & Karpljuk, D. (2016). Primary school teachers attitudes towards inclusive education in Slovenia. Journal of Universal Excellence, 5(1), 30-46. https://www.fos-unm.si/media/pdf/RUO/2016-5-1/RUO_039_Clanek_Teacher_attitudes_koncni_prejeto_2016_02_25.pdf
*******************************************************************************************
العربية
باشيوة، حسين وقيصر، آمال. (2022). اتجاهات المعلمين نحو الدمج التربوي لذوي الاحتياجات الخاصة بالمدارس العادية. مجلة البحوث التربوية والتعليمية-الجزائر، 11(3)، 265-282. https://www.asjp.cerist.dz/en/article/210083
بوشارب، مريم وحافري، زهية غنية. (2022). دمج ذوي الاحتياجات الخاصة في المدرسة الجزائرية العادية بين النصوص التنظيمية والواقع. مجلة دفاتر البحوث العلمية-الجزائر، (10)، 195-212. https://www.asjp.cerist.dz/en/article/192788
بوعبدالله، سولاف. (2023). الدمج المدرسي الناجح لذوي الاحتياجات الخاصة: ما بين رؤى المنظرين والقوانين المنظمة. مجلة طبنة للدراسات العلمية الأكاديمية-الجزائر، 6(2)، 1174-1187. https://www.asjp.cerist.dz/en/article/234779
حسنين، إبراهيم صبري. (2019). معايير جودة برامج دمج الأطفال ذوي الاحتياجات الخاصة من منظور طريقة تنظيم المجتمع. مجلة دراسات في الخدمة الاجتماعية-مصر، 46(5)، 148-186. https://doi.org/10.21608/jsswh.2019.50267
الحمد، علي خليل والعتوم، نعيم علي. (2016). الدمج لذوي الاحتياجات الخاصة. دار المسيرة للنشر والتوزيع، عمان-الأردن.
الديوان الأميري (2004). القانون رقم (2) لسنة 2004 بشأن ذوي الاحتياجات الخاصة. الدوحة، قطر. https://www.almeezan.qa/LawView.aspx?opt&LawID=246&language=ar
السويطي، عبد الناصر كايد. (2016). اتجاهات و آراء المدرسين والإداريين في التعليم العام نحو إدماج الأطفال غير العاديين في المدارس الابتدائية العادية في منطقة الخليل. مجلة كلية التربية الأساسية للعلوم التربوية والإنسانية، (25)، 114-132. https://becj-iq.org/view.php?id=968
عبد الفتاح، أريج عقاب. (2018). اتجاهات المعلمين نحو دمج الطلبة من ذوي الإعاقة مع أقرانهم في مدارس محافظة سلفيت الحكومية [رسالة ماجستير غير منشورة]. جامعة القدس المفتوحة، فلسطين.
عبدالمقصود، فاطمة فيصل. (2021). متطلبات تطبيق نظام الاعتماد المدرسي في ضوء فلسفة الدمج التعليمي بمؤسسات رياض الأطفال "استراتيجية مقترحة [رسالة دكتوراه غير منشورة]. جامعة المنيا، مصر. https://n9.cl/j4sbc
عثمان، فيفيان. (2022). واقع الدمج التربوي للطلبة ذوي الإعاقة في المدارس الابتدائية في مدينة القدس من وجهة نظر المعلمين فيها. المجلة العربية للنشر العلمي، (42) 438-460. استُرجع بتاريخ: 7/2/2024 من الرابط: https://2u.pw/L3jXmqy
الغليلات، أحمد سالم والصمادي، جميل محمود. (2015). تطوير معايير لضمان جودة برامج التعليم الدامج وفحص درجة انطباقها على البرامج المقدمة في الأردن. مجلة دراسات: العلوم التربوية، 42(3)، 962-963.
القصاص، خضر محمود. (2018). تقييم برامج الإعاقة العقلية بمنطقة الباحة في ضوء معايير الجودة. مجلة العلوم النفسية والتربوية-الجزائر، 6(1)، 189-211. https://www.asjp.cerist.dz/en/article/43172
وزارة التربية والتعليم والتعليم العالي. (2024). تعليم ذوي الاحتياجات الخاصة والتعليم الدامج. https://www.edu.gov.qa/ar/Content/SpecialNeedsEducation
How to Cite
Al-Marri, Rasmia Salem. 2026. “The Quality Level of Programs for Including Children With Disabilities into Government Primary Schools and Their Relationship to Teachers’ Acceptance of the Inclusion Process”. Journal of Educational Sciences – Qatar University 26 (1). https://doi.org/10.29117/jes.2026.0259.
Section
Articles in Arabic