Journal Article

Integration of Disabled Children in Algerian Educational Institutions According to the Joint Ministerial Decision of 2014

Ahmed, Khaldi, Ibrahim, Kantaoui

2025

Overview

The objective of this study is to highlight the reality of integrating disabled children according to the joint ministerial decision - between the Ministry of National Education and the Ministry of National Solidarity, Family, and Women's Issues - dated 11 Jumada al-Awwal of the year 1435 corresponding to March 13, 2014. This decision defines the modalities of opening special classes for disabled children within public educational establishments under the jurisdiction of the National Education sector, as well as the challenges and difficulties encountered in the field during integration. The importance of this study lies in obtaining a realistic assessment of the field and data to assist integration project managers in identifying priorities and developing and adopting educational policies in the planning of any future project concerning the category of disabled children, as well as to renew practices in the field and adapt them to the characteristics of this category, addressing their concerns. This study was conducted at the Directorate of Social Action and Solidarity of the Ouargla Province. Researchers used a descriptive methodology and employed interviews as a data collection tool. The study sample included educational staff. The study concluded that the reality of integrating disabled individuals according to the joint ministerial decision still requires further efforts to achieve the desired aspirations and hopes, and it requires special attention. It was also found that there are numerous material, human, and pedagogical challenges that hinder the integration process.

• Publisher: جامعة قاصدي مرباح - مخبر تطوير الممارسات النفسية والتربوية
• Subject: التربية الخاصة / التعليم الدامج / الجزائر / السياسات التربوية / علم النفس التربوي