الحاجات الارشادية لدى ذوي الاحتياجات الخاصة المدمجين بالمدارس العادية من وجهة نظر الاساتذة والمدراء والمفتشين

Abstract

Abstract: The study aims to identify the indicative needs of those with special needs integrated into regular schools from the perspective of teachers, managers and inspectors, and selected a random sample consisting of 86 Among them are teachers, directors and inspectors of elementary school in the Directorate of Education of the State of Mostaganem during the school season 0202/2200. The researcher followed the steps of the normative program and, in pursuit of the objectives of the study, used an indicative needs questionnaire, which was checked for credibility and consistency. As a result of the statistical analysis, the conclusions of the study were as follows: - There is an average level of indicative needs for individuals with special needs who are included in regular schools from the perspective of educational and administrative staff in Mostaganem. - The dominant mentoring needs of people with special needs who are included in regular schools from the point of view of the educational and administrative staff are, respectively, psychological needs, social needs and academic needs. Key words: counsling; indicative needs; people with special needs; school integration; regular school.