THE PROBLEMS THAT TEACHERS FACE IN INCLUSION AUTISTIC CHILDREN INTO REGULAR SCHOOLS FROM THEIR POINT OF VIEW
The current study aims to explore the most important problems that teachers in inclusion autistic children in regular schools from their point of view in the city of Misurata - Libya. A sample of (172) female teachers in the primary stage of basic education, and a questionnaire was applied to them to identify the problems that teachers face in inclusion autistic children (prepared by the researcher). The results revealed that most of the problems were academic problems with a high degree of relative weight (84%), followed by behavioral problems, where they came with a relative weight (78.7%), then social problems came to a medium degree with a relative weight (75.7%). Accordingly, the researcher recommends that teachers be trained on strategies to deal with inclusion problems and how to address them, provide inclusion schools with special education specialists and psychological counselors, and increase the interest of scientific authorities in research and field studies to support and develop integration programs.
Keywords: Autistic Children, Inclusion, Regular Schools.