الفهرس 
الاطار العام للدراسهيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The whole world is witnessing a lot of changes and developments in many domains, including the management field which is one of the most affected by these developments. And with the breadth of education and multiplicity and its objectives and implications, the management of modern education systems has become one of the major efforts undertaken by governments. The school system related quality depends on the ability of the school administration to direct staff towards achieving the school objectives via outlining the foundations between the school and the personnel within it.
Many studies have attempted to reveal the most important problems facing the school administration in general and the special education schools in particular. Undoubtedly, special education schools are obliged to shoulder many burdens more than any other school, as these schools treat a special class of society characterized by its extreme need to intellectually enlightened people and know exactly how to make use of the available human and material resources in order to achieve their dreams represented in generating good citizens. Thus, there is an urgent need to study the special education schools related problems.
Research problem:
In spite of the interest imposed by the state and society towards educating the students with special needs, represented in the efforts exerted by the ministry of education which undertakes launching new schools, spending on schools, providing the required cadres, providing the internal residence and all the school fees, in addition to the efforts of the ministry of social affairs and the subsequent associations, along with the efforts exerted by the ministry of health, some of the previous studies, researches and conferences indicate a deep failure in the administrative side within the schools and classrooms of the special education which led to the emergence of many administrative problems which face the management of special education schools in Egypt, and limiting their ability to achieve its mission.
Hence, the researcher has undertaken a prospective study applied to a number of managers, teachers, psychologists, and social workers within the special education schools in the governorates, Al-qalyobeya and al-Gharbeya, in order to identify some of the administrative problems in the special education schools. The study revealed many administrative problems within the special education schools, and asserted on the following:
75% of the sample of the study confirmed that the school leaderships lack the sufficient skills necessary for the preparation of the annual operational plan for the school.
65% asserted that teachers within the school do not participate in preparing the school plan.
83% asserted that the school administration doe not involve employees in the decision-making process.
57.5% asserted that there is a random distribution in business without taking into account the capacities of every member of the staff.
The study sample 59.5% asserted that the school administration does not take into consideration justice and equity in distributing business to employees.
55% confirmed that the educational plans within the school could not be applied appropriately.
63.5% asserted that there is no school manual for students, clarifying their rights and duties.
67% asserted that parents’ councils are scarcely held on a regular basis.
75% affirmed that the government funding is too insufficient to meet the requirements of special needs schools.
According to the previous-mentioned points, we could encapsulate the problem of the current research in the following main question:
- What are the managerial problems faced by the administration of the special education schools in Egypt, and how to treat it in the light of the experiences of the developed countries?
The following sub-questions emerge from the previous main one:
What is the status quo of the special education schools in Egypt?
What are the main managerial problems faced by special education schools?
What are the experiences of the developed countries in the domain of special education management?
What are the main lessons learned from the experiences of the developed countries on facing the managerial problems in the special education schools?
What is the proposed conception to handle the managerial problems in Egypt, on the light of benefiting from the experiences of some of the developed countries?
Research objectives:
The current research targeted at achieving the following objectives:
Identify the status quo of the special education management in Egypt.
Reveal the factors affecting the performance of the management of the special education schools.
Identify the experiences of both of Australia, the United States of America and Sweden in the domain of the management of special education schools in Egypt.
Identify the managerial problems faced by the special education schools in both of Al-qalyobeya and Al-gharbeya.
Put a proposed conception to handle the managerial problems in the special education schools in Egypt, in the light of the experiences of some of the developed countries.
Research methodology:
The current research depended on the descriptive methodology, in addition to the comparative methodology. The descriptive methodology is the one which analyze and interpret the status quo and the researcher used it to observe the status quo of the management of the special education schools, as well as the managerial problems these schools face in Egypt, While the comparative methodology is the one which hold a comparison between two educational systems or more, without the imperative that these systems should be together in one region.
Research conclusions:
1- in Egypt, special education schools are subjected to “centralized administration” which led to many dilemmas reflected in the dominance of single party to manage these schools. The general administration of special education in the ministry of education is the responsible party of supervising, planning, executing and follow-up of these programs and services provided by the special education in the special education schools, supported by multiple departments and directorates of education and school administrators deployed in some of the Egyptian governorates. While the local authorities in the united states of America bear the responsibility of education in each state, which lead to obvious differences between states concerning its educational system, the ministry of education of each state bear the responsibility of special education schools, in addition to supervision, setting the curricula, as well as teachers’ certifications. While in Australia, special education schools are managed by the commonwealth government, in cooperation with the state governments, regional governments, and these local administrations are responsible of educational planning, policy development, and management of the services of educating and employment of the individuals of special needs of each state. In Sweden, schools of special needs are managed by the state, represented in the government, the parliament, and the national agency, in cooperation with the local and regional authorities. The national agency for special needs education, coordinates the governmental support allocated for the special needs schools, delivery of educational materials, and providing schools with qualified teachers,
2- general consensus among the four countries to prepare the special education teacher at any level.
3- In the USA, Sweden and Australia, the preparation institutions aloow distant learning of the special education teacher, this is considered an effective method for the students unable to attend to the preparation institutions. While in Egypt, preparation of special education teacher is still within the traditional teaching halls, and the student is binding to attend to these lectures regularly by 75%, as well as acquiring the teaching license.
4- In the united states of America, Sweden and Australia, special education schools provide therapeutic services for children with special needs, such as professional treatment, guidance,, and specialized therapists in speech, as well as teachers specialized in treatment of sight and sign language.
5- In Egypt, special education students are still suffering from lack of professional treatment, guidance, therapists or specialized teachers, in addition to insufficient educational equipments and insufficient participation of parents in the educational process. This is due to insufficient finance allocated for education.
6- Sweden, Australia, and the USA differ from the developing countries in the domain of educating the individuals with special needs. The welfare in these countries contributed in providing all the capabilites and resources needed by these category of students to build schools and providing them with the equipments and tools which lead to the success of the educational process as well as allowing a good educational environment.
7- In the united states, Australia, Sweden, there is a close cooperation and mutual relations between parents and the department of special needs schools, including volunteer parents to do some activities, attending meetings and conferences and participate in workshops.
8- Egypt differs from the united states, Australis and Sweden concerning different kinds of cooperation between students and community via school councils.