Abstract

The study aimed to identify the reality of facing the problems of integrating people with special needs in public education schools integrated with women with special needs in the Najran region from the point of view of teachers, supervisors and school leaders, and their relationship to some variables. The study was applied to a sample of (104) female teachers, supervisors and school leaders. The researcher used a questionnaire consisting of (110) items distributed on six dimensions. The results of the study revealed that the total degree of the reality level of facing school leadership problems in public education schools that are integrated with women with disabilities in Najran region came to a high degree with an average of (3.60), a standard deviation = (0.50), and with a relative weight of (71.6%) from the point of view of teachers, supervisors and school leaders. After the reality of facing problems related to educational means, it came first as it reached (average = 3.70., standard deviation = 0.60), and with a relative weight of (74%), followed by the reality of facing problems related to school leaders and leadership, where it came with a mean (3.600), a standard deviation = 0.60, and a relative weight (72%). It was followed by the reality of facing problems related to special education teachers and supervisors, where it came with an average (3,600), standard deviation = 0.60, and a relative weight (72%), followed by the reality of facing problems related to social acceptance of students with disabilities, where it reached (average = 3.600, standard deviation = 0.50) with a relative weight (72.%), followed by the reality of facing problems related to school curricula, where it reached (average = 3.500, standard deviation = 0.50) and with a relative weight (70%), followed by the reality of facing problems related to regulations and laws, where it reached (average = 3.400, standard deviation). = 0.50) with a relative weight of (0.68%) from the point of view of teachers, supervisors and school leaders. The study revealed that there are no statistically significant differences in the reality of facing school leadership problems in public education schools in which women with disabilities are integrated, due to the variable of educational qualification and teaching experience. The study recommended the necessity of activating the regulations and laws regulating inclusion and reconsidering the curricula to suit the characteristics of people with disabilities. And holding lectures and workshops from time to time to develop the competencies necessary to develop the necessary professional skills necessary for the requirements of integration.