الفهرس 
الاطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 275 |  |  |
| | | from | 275 | | |
المستخلص
Abstract
The and requirements, and the bases on which it was based. And to identify the current reality of study aimed to identify the theoretical framework of Educational inclusion, its justifications, methods the Educational inclusion of Pupils with disabilities in primary schools in Egypt, and the implementation of a proposed plan to achieve Educational inclusion in the school of Gamal al-Din Afghan in Ismailia by using the Action Research, and provide a proposed vision for the Educational inclusion of Pupils with Disabilities in primary schools by using the Action Research. In order to achieve this, the researcher followed the methodological steps for the Action Research. In collaboration with the ten of Action research team, which was formed in the school of Gamal al-Din al-Afghani in Ismailia, he applied the following research tools: exploratory study, group interviews, and questionnaire. The results of the study resulted in:
1. Weak awareness of the school community about causes of disability, and how to deal with various disabilities.
2. Shortages in meeting the training needs of school teachers.
3. Shortages in providing the requirements for achieving educational integration.
4. The weakness of involving the families of the disabled in training the school and training them on how to deal with their children.
5. Deficiencies in the qualification of teachers to prepare individual plans for students with disabilities.
6. The lack of facilities to facilitate the movement of pupils in the school, and the guidance and posters for ordinary students.
7. Shortages in the establishment and processing of the resource room within the school.
According of these results, the researcher introduced a suggested framework for achieving Educational inclusion of Pupils with disabilities in primary schools in Egyptian Primary Schools by using Action Research.