Abstract

The purpose of this study is to identify the requirements for the success of the integration program and to find out the causes of success and to provide optimal services for the students with disabilities in regular schools. The study attempts to answer the following questions:
1. What are the most important requirements of the success of the integration of disabled persons in regular schools from the viewpoint of the teachers of the learning resources rooms
2. Are there any statistically significant differences to the level of (? (0.05 ? in the requirements of disabilities program success of integration in regular schools from the teachers of learning resources rooms- perspectives attributed to the variable of gender?
3. Are there any statistically significant differences to the level of (? (0.05 ? in the requirements of disabilities program success of integration in regular schools from the teachers of learning resources rooms- perspectives attributed to the variable the years of experience?
4. What is the most appropriate educational option for students with disabilities (The academic integration, social integration, classes attached to the regular school, general education class with their peers, the integration program of the full-day, partial day program integration, from the viewpoint of the teachers of the learning resources rooms)?
The study sample consisted of (140) male and female teachers in the learning resources rooms in public and private schools in the Directorate of Amman. These were selected in a simple random manner. And a list of assessment was used to collect information consisting of 70 items, distributed on seven axes (teachers and administration, school environment, supporting services, awareness, students with disabilities, the type of the program which is the most important from the viewpoint of the teachers of the learning resources rooms). The stability and reliability of the instrument were verified using the test and re-test method.
The results indicate that the requirements of the success of the integration program, appeared in descending order, were as follows: awareness, support services, integration programs, the domain of the school environment, teachers, students with disabilities, The results also indicate that the program that is the most important and appropriate for students were arranged as follows: the program of social integration, the academic integration program, the program of the integrated public class, program of partial integration, program of private class attached to the regular school, the long- term integration program (Full-day).

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