Concerns of Regular Teachers Regarding the Inclusion of Students with Special Needs in Basic Schools in the Center of Duhok Governorate

Abdi, Sazan Farman; Naaman, Halat Mohammed

doi:10.33899/berj.2025.189191

	Concerns of Regular Teachers Regarding the Inclusion of Students with Special Needs in Basic Schools in the Center of Duhok Governorate
College Of Basic Education Research Journal
Articles in Press, Accepted Manuscript, Available Online from 28 August 2025 PDF (734.52 K)
Document Type: Research Paper
DOI: 10.33899/berj.2025.189191
Authors
Sazan Farman Abdi^* ¹; Halat Mohammed Naaman^* ²
¹جامعة دهوك/كلية التربية الأساسية
²Department of Special Education, College of Basic Education, University of Duhok, Kurdistan Region, Iraq
Abstract
This research aims to study the extent of concerns regular teachers have regarding the integration of students with special needs in basic schools within the center of Duhok Governorate. It also seeks to reveal statistical differences in these concerns based on gender and years of service. The researcher adopted a descriptive approach for the study, and the sample was selected randomly, focusing on regular teachers working in basic schools in the center of Duhok Governorate during the academic year (2023-2024). The research community consisted of 8,173 male and female teachers, from which 105 were chosen as the sample for the study. To meet the research objectives, the teachers' concerns scale created by Sharma and Desai, which comprises 21 items, was utilized. To confirm the validity of the research instrument, both its apparent validity and translation validity were assessed, and its reliability was measured using Cronbach's alpha coefficient. The data were statistically processed using arithmetic averages, t-tests for one and two independent samples, one-way analysis of variance, and Cronbach's alpha. The results indicated that regular teachers have certain concerns about the integration of individuals with special needs in basic schools, with male teachers expressing greater concerns than their female counterparts. Conversely, the findings did not reveal significant differences in the level of worries between new and experienced teachers, suggesting that these concerns are not necessarily linked to the number of years of experience related to the integration process.
Keywords
Concerns; Inclusion; Students with Special Needs

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