مستوى الكفايات المهارية المرتبطة بالدمج لدي معلمات صفوف الدمج في محافظات غزة

المصادر والمراجع:

أولاً: المراجع العربية:

برغوث، رحاب.(2015). تصور مقترح للاحتياجات التدريبية لمعلمات رياض الأطفال في ضوء معوقات التطبيق من وجهة نظرهن. مجلة الطفولة والتربية، 24(1)،15-122.

الخضر , روان محمد رافع (2019). فاعلية برنامج تدريبي مستند إلى الكفايات في تطوير المعرفة والمهارات المرتبطة بالدمج لمعلمات طلبة رياض الأطفال في الأردن .أطروحة دكتوراه غير منشورة , الجامعة الأردنية , عمان , الأردن .

الصباح، سهير، خميس، سهيلة، شيخة، شفاء، عواد، شرين، سعيد، محمد.(2008).الصعوبات التي تواجه دمج الطلبة المعاقين من وجهة نظر العاملين في المدارس الحكومية الأساسية في فلسطين. وزارة التربية والتعليم العالي، دائرة القياس والتقويم ودائرة التربية الخاصة، فلسطين.

عبيد، ماجدة السيد. (2000). السامعون بأعينهم، القاهرة، مكتبة النهضة المصرية.

محمود، سيدة سلامة.(2018). أدوار مقترحة للمعلم بالمدارس الابتدائية في ضوء متطلبات نظام الدمج، كلية التربية بالغردقة، كلية التربية بالغردقة، 161 -63.

محمود، محمد جابر.(2014). تصور مقترح لبعض أدوار المعلم في ضوء فكرة دمج المعاقين، كلية التربية بقنا، جامعة جنوب الوادي، العدد 21 ،497-465.

Arabic – English Resources

Barghout, R. (2015). A suggested conception of the training needs of kindergarten teachers in the light of application obstacles from their point of view. Journal of Childhood and Education, 24(1), 15-122.

Al-Khidr, R. (2019). The effectiveness of a competency-based training program in developing the knowledge and skills related to inclusion for kindergarten teachers in Jordan. Unpublished Ph.D. thesis, University of Jordan, Amman, Jordan.

Al-Sabah, S, Khamis, S, Sheikha, Shifa, A, Shereen, S. (2008). Difficulties facing the integration of disabled students from the viewpoint of workers in basic public schools in Palestine. Ministry of Education and Higher Education, Department of Measurement and Evaluation and Department of Special Education, Palestine.

Ebeid, M. (2000). The Hearers with Their Eyes, Cairo, Egyptian Renaissance Bookshop.

Mahmoud, A. (2018). Suggested roles for the teacher in primary schools in light of the requirements of the integration system, Faculty of Education in Hurghada, Faculty of Education in Hurghada, 161-63.

Mahmoud, M. (2014). A proposed vision for some of the teacher's roles in light of the idea of integrating the disabled, College of Education in Qena, South Valley University, No. 497-465, 21.

ثانياً: المراجع الأجنبية:

Akalin,S.Demir,S.Sucuoglu,B.Bakkaloglu,H,Iscen,F.(2014).The needs of inclusive preschool teachers about Inclusive practices.Eurasian journal of educational research,(54),39-60.

Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17-32.

MIROSEVIC, JASNA KUDEK& BUKVIC, ZLATKO.(2017). Differences in the provision of Individualised Educational support to Students in Different Grades. Hrvatska revija za rehabilitacijska istraživanja, (53. 265-277

Winter, E., & O’Raw, P. (2010). Literature review of the principles and practices relating to inclusive education for children with special educational needs. National Council for Special Education. Trim, Northern Ireland.

Danforth,s.(2016).Social justice and technocracy:Tracing the narratives of inclusive education in the USA.Discourse:Studies in the cultural politics of education,37(4),582-599.

Akalin, S., Sucuoglu, B. (2015).Effect of classroom management intervention based on teacher training and performance feedback on outcomes of teacher-student dyads inclusive classrooms., 15(3), 739-758.

Sharma, U., loreman, T., Forlin, c. (2011). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs,12(1),12-21.

Loreman, T. (2009). Straight talk about inclusive education. CASS Connections, Spring.

Bukvic, Z. (2014). Teachers competency for inclusive education. The European Journal of Social & Behavioural Sciences, 11(4), 1585.

Crane-Mitchel,L.,&Hedge,A.V.(2007).Belief and practices of in-service preschool teacher in inclusive settings:Implications for personnal preparation.Journal of Early childhood teacher education,28(4),353-366.

Ah Kwon , Kyong& Young Hong , Soo & Joo Jeon, Hyun.(2017). Classroom Readiness for Successful Inclusion: Teacher Factors and Preschool Children ’ s Experience with and Attitudes toward Peers with Disabilities. Journal of Research in Childhood Education 31(3): 360-378. DOI: Educational sciences: theory&practice 10.1080/02568543.2017.1309480.

Kameyama, Yuriko & Kuroda, Kazuo &Utsumi, Yuji& Hosoi, Yuka.(2017).Teacher and Parental Perspective of Barriers For Inclusive and Quality Education in Mongolia Working Papers 159, JICA Research Institute, Volume 3, Issue 4

Hussin, M. K. A. B., & Hamdan, A. R. B. (2016). Effect of Knowledge, Readiness and Teaching Technique in Inclusive Practices Among Mainstream Teachers in Malaysia. International Journal of Early Childhood Special Education, 8(1),1-15.

Srivastava, M., de Boer, A. A., & Pijl, S. J. (2015). Know how to teach me… Evaluating the effects of an in-service training program for regular school teachers toward inclusive education. International Journal of school & educational psychology, 3(4), 219-230.