Attitudes of kindergarten directors teachers and towards integrating autistic children into regular kindergartens in the city of Mukalla

Abstract

ABSTRACT

The issue of integrating children with autism spectrum disorder is considered one of the important topics that has attracted the attention of scholars and researchers in developed countries, who have emphasized the necessity of including these children in educational settings alongside their typically developing peers as a step toward their integration into everyday life.

Accordingly, the present study aimed to identify the attitudes of kindergarten principals and teachers toward the inclusion of children with autism in government kindergartens in the city of Mukalla, Hadhramaut Governorate, during the academic year 2023/2024. The study employed the descriptive survey method. To achieve its objectives, a questionnaire was developed to measure attitudes toward inclusion. The study sample consisted of (93) principals and teachers working in government kindergartens in Mukalla.

The results indicated that the attitudes of kindergarten principals and teachers toward the inclusion of children with autism were moderate. Furthermore, the findings revealed statistically significant differences between the mean scores of principals and teachers on the attitude toward inclusion scale at the level (α ≤ 0.05), in favor of kindergarten teachers.

In light of these findings, the study recommends providing training programs for kindergarten teachers on effective strategies for dealing with children with autism and the necessary procedures for supporting their inclusion.