Abstract

This study aims to identify the impediments facing inclusion of children with intellectual disabilities in Public Education Schools from Special Education teachers' point-of-view and differences between them. The study used the descriptive method. The sample consisted of (180) male and female teachers, and a questionnaire (prepared by the researcher) was used, and it consisted of 16 items whose validity and reliability were verified. The results indicated that the percentage of obstacles to integrating children with disabilities in public education schools was (68.6%) and with a mean of (3.34). One of the most prominent of these obstacles was the absence of activating legislation and amending regulations and laws that oblige public schools to implement inclusion, as it ranked first with a relative weight of (87.8). %) with a high level of obstacles, followed by (strictness of the evaluation methods followed) with a relative weight (83.6%), then (the inflexibility of the curricula) with a relative weight (79.6%), while it came: (the absence of a reference body for inclusion management) with a relative weight (49.4%). Then (the local policy environment is not supportive of integration) with a relative weight (48.2%), then (the lack of financial incentives for schools that apply it) in the last rank with a relative weight (46.4%). Results indicated that there are statistically significant differences for impediments attributed to teacher's gender variable in favor of females and there are statistically significant differences in favor of who have teaching experience (5-10 years) (more than 15 years).