Search

The current study sought to identify the reality of integrating the mentally handicapped in general education schools and to identify the most important difficulties and obstacles that prevent the achievement of the goal of integrating them with the ordinary and to put some proposals based on building on the positives and avoiding difficulties and obstacles. And the mentally handicapped were taught for long periods within a special system called schools of intellectual education, provided they passed codified intelligence tests, and they were the ones who were called the educators, and the chances of them coming into contact with the ordinary were almost non-existent except within the family, and soon the world turned to a policy of gradual integration as it began The so-called attached classes, which are classes for the mentally handicapped, are attached to general education schools, and the precedence was in the Arab world for the Gulf states, by virtue of the researcher’s work, and that was in 2003. However, the opportunities for integrating with the ordinary people were very limited and were limited to sports activities, artistic and agricultural education and other activities, and after the end of the activities classes, everyone returns to his class, the mentally disabled, to their class as well as the ordinary. Then the global trend of educational integration of the mentally disabled began under the umbrella of comprehensive integration and Egypt took Serious steps towards this direction and the enactment of many legislations that contribute to the integration of people with special needs, including the mentally handicapped. However, the comprehensive integration adopted by the Ministry of Education faced many difficulties that prevented the optimum and great benefit from the idea of inclusion, and this is the problem of the current study that the researcher is dealing with. Where the researcher monitored the reality of integrating the mentally handicapped into public education schools after a series of decisions issued by the Egyptian Ministry of Education, which at the end of which made all the schools of the Republic inclusive schools that allow the mentally handicapped close to those schools to apply to them after fulfilling the papers and conditions, and the researcher found in these studies There are many difficulties and obstacles in the method of integrating the mentally handicapped into public education schools, and these difficulties are multiple, some of which are due to human cadres and others are due to buildings and equipment, including to legislation and decisions. At the end of this study, a proposed scenario can be avoided according to which those difficulties and obstacles that face the integration of the mentally disabled with the ordinary ones can be avoided. [ABSTRACT FROM AUTHOR]