تحسـين أداء معلمي غـرف المصادر باستخدام أنشطة منتسوري في تعليم القراءة والرياضيات للطلاب ذوي الاحتياجات الخاصة المدمجين بالمدارس العامة - دراسة تطبيقية بمدارس غدامس

Abstract

Improving the performance of resource room teachers using Montessori activities in teaching reading and mathematics to students with special needs - integrated into public schools - an applied study in Ghadames schools Abstract of the study: This study is entitled "The extent of resource room teachers' awareness of the effectiveness of Montessori activities as an educational aid in improving academic achievement among students with special needs integrated into general education" This study aims to identify the effectiveness of a program based on Montessori activities in improving academic achievement, and to reveal the level of teachers' knowledge of the objectives and pillars of the Montessori approach and to know the extent of teachers' ability to apply the Montessori approach to integrated autistic children. Accordingly, and through the literature of previous studies and the exploratory study and to fill the gap and deficiency of similar studies in Libya, it was possible to identify the problem of the current study in the following main question: To what extent do resource room teachers realize the effectiveness of Montessori activities in teaching students with special needs? And what is the level of knowledge of resource room teachers in education of the Montessori approach, its objectives, pillars and method of applying it to autistic children? The importance of the study appears in that it provides a detailed presentation of the Montessori approach in terms of philosophy, objectives, pillars and training activities. Thus, the researcher hopes that it has added and contributed to enriching the cultural library and filling the gap and deficiency in scientific studies in this field. This study will also provide a guide, reference and applied model that teachers can resort to in improving the academic achievement of autistic children integrated into education. The study used the descriptive analytical method, the experimental method, the questionnaire and the training program as a tool for collecting data. Through statistical analysis, the study reached the following results: 1) Teachers in the study community have simple and weak knowledge and awareness of the Montessori approach, and they do not have knowledge of how to apply it to children with autism disorder. 2) Montessori activities that were used with the two cases in mathematics and Arabic (in the study community) are effective and can be relied upon in teaching the segment of people with special needs and improving teachers' performance. Based on the above results, the researcher presented the following recommendations: 1. Generalize the Montessori approach in schools throughout Libya to improve the level of academic achievement of children with special needs and enhance their integration into public schools. 2. Organize scientific seminars and conferences through various media and communication methods to present experiences on the use of this approach in teaching people with special needs.