The Role of Principals in Integration Students with Special Needs in Arab School within the Green Line

Abstract

This study aimed to identify the role of principals in integration students with special needs in Arab School within the green line, and know the impact of variables (gender, job title, educational qualification, and years of experience) in that role. A descriptive survey approach was used. To accomplish the objectives of the study, a questionnaire was built. The study sample consisted of 385 teachers, and 175 principals. The results of the study showed that the role of school principals in integrating people with special needs was moderate. The results, further, indicated that there were significant statistical differences at (α=0.05) in sample's estimates of the role of principals in integration students with special needs due to job title in favor of principals, and years of experience in favor of less than 10 years, and didn’t show any significant statistical differences at (α=0.05) in sample's estimates of the role of principals in integration students with special needs due to (gender, academic qualification).

Key words: role, inclusion, students with special needs, the green line.