معرفة واستخدام معلمي التعليم العام ومعلمي اضطراب طيف التوحد للتصميم الشامل في التعلم بفصول الدمج

General Education Teachers and Autism Spectrum Disorder Teachers' knowledge and Use of Universal Design in learning (UDL) in Inclusion Classrooms

هدفت الدراسة إلى التعرف على مستوى معرفة واستخدام معلمي التعليم العام ومعلمي اضطراب طيف التوحد للتصميم الشامل في التعلم بفصول الدمج، وقياس الفروق بين متوسطي درجات معلمي التعليم العام ومعلمي اضطراب طيف التوحد فيما يتعلق بمستوى معرفتهم، ومستوى استخدامهم للتصميم الشامل في التعلم بفصولهم الدراسية، ولتحقيق هدف الدراسة؛ تم اتباع المنهج الوصفي، واستخدام استبانة وزعت على معلمي التعليم العام ومعلمي اضطراب طيف التوحد بفصول دمج الطلاب ذوي اضطراب طيف التوحد بمدينة الرياض. وقد اشتملت عينة الدراسة على (283) معلماً ومعلمة، منهم (176) من معلمي التعليم العام، و(107) من معلمي اضطراب طيف التوحد. وأسفرت نتائج الدراسة عن انخفاض مستوى معرفة ومستوى استخدام المعلمين التصميم الشامل للتعلم بفصول الدمج، وعدم وجود فروق ذات دلالة إحصائية بين متوسطات درجات معلمي التعليم العام ومعلمي اضطراب طيف التوحد فيما يتعلق بمستوى معرفتهم للتصميم الشامل للتعلم وكذلك عدم وجود فروق ذات دلالة إحصائية فيما يتعلق بمستوى استخدام المعلمين التصميم الشامل بفصول الدمج. وتم التوصل إلى بعض الحلول المقترحة للتغلب على معوقات تطبيق التصميم الشامل للتعلم من وجه نظر المعلمين. وأوصت نتائج الدراسة بعدد من التوصيات منها تكثيف اللقاءات العلمية، وورش العمل؛ لتوعية المعلمين بأهمية استخدام التصميم الشامل للتعلم في تعليم جميع طلابهم بما فيهم الطلاب ذوي الإعاقة، تحقيق التكامل بين معلمي التعليم العام ومعلمي التربية الخاصة، والتأكيد على وجود المعلم المساعد بمدارس الدمج لتطبيق التصميم الشامل للتعلم وتحقيق أهداف التعليم الشامل.

The study aimed to identify the level of knowledge and use of general education teachers and teachers of autism spectrum disorder of the (UDL) in Inclusion Classrooms and measuring the differences between participants regarding their level of knowledge and use of (UDL) in their classroom. The study used a descriptive survey design. The survey was distributed to teachers of General Education and teachers of students with autism spectrum disorder in the Riyadh region. The participants consisted of 283 teachers, of them, 176 are general education teachers, and 107 are teachers of autism spectrum disorder. The results showed a low level of teachers' ability to practice of UDL in the Inclusion Classrooms; also, there are no statistically significant differences between the average scores of general education teachers and teachers of autism spectrum disorder with regard to their ability to apply The UDL in Inclusion Classrooms. Some suggested solutions have been reached to overcome the obstacles of applying the UDL in Inclusion Classrooms from the teachers' point of view. The results of the study recommended a number of recommendations, including intensifying scientific meetings and workshops to educate teachers about the importance of using the UDL in teaching all their students, including students with autism spectrum disorder, Achieving integration between general education and special education, and Emphasis on the presence of the assistant teacher in the integration schools to implement the UDL and achieve the goals of inclusive education.

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