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Ger ants Ont all gual ye elles cyt Leal Ul ocd leit gant O Sy Bp ped iar] ayy LS Laban (YVA) @aDde ALSly holt east 31 JF goat le Lal CmAVETA | VEN) gealyAll plald Bute ables elect y dy pt Bylo Lets Apis Liar Yh SLU ty (SPSS y Lelar lt gal yl Alar Sl ke alice, ould! ble # BIE Gt dae gl nl att «aby Salt «(ty ELIAS WH fans © Os yp bey! fata -(BONFERRONI) sh*t) (ANOVA ) sey ati gd golalt Ld a sall : Lola as ep Sl Mpadd BEY y Heel Dey 5 Sa Ly sty oles glel ye Lalli cde ap Agladt lal Ctylge le Ratt Anoudly past BEY soles Uylily & Sa dy abt golae tha Miler] Uo ob dy dary -¥ Lay eg gal go EB ce ee el gall Sgt Blot le Meld dy all all Las tyyo le 39, (1 obs tal 45159 Ba pales obit le Lett day ell ata GU Gf UE abel det 3315) Jaws OF Bye (1 atl J eth tet 1698 Ob Gs ale oye gil Cilety pata Oy jeate gull Leth ao aly gh dearalt pall abe] Lande fb cyt Lett de at ola agp alt ale placa (1 Grell pe yNall cz play goles ey 5905 le clay Het Bylo Let By i ead os Of CE eed Me! hall Sy 5ylo) LAL gall J pad z 2 Lua jall Gl gi 2 eal asl 2 Agabelt Ap pall Ayatell Agath Aad yall Asda Aud pall Citanl 2 Aaal all gle Aad pall qa replant qaghall Ala gat saad Gilly coher glSu The Name Of Lila, Met Gracious Most Money ABSTRACT Title Of Study: Teachers’ Management Facts fors Classroom Behavior of Inclusion Students at Jeddah's Directorate of Education, Researcher: Mr. Riadh Naji S. Al’ Habshan Supervisor: Dr. Mohammed Bin Ahmed Al Manshi ‘Academic Seale: Master Degree in Educational Management and Planning, Academic Year: Second Semester 1428/1429 H. University: Umm. Al Qura University (Makkeh) — College of Education - Dept . of Educational Management & Planning. Study The Problem: “The Study Problemis Presented in The Methods That Teachers Follow in Order to Manage Classroom Behavior of Inclusion students. Thus, The researcher has determined two Inquiries in order to acquire Knowledge about such issue: 1, What the Fact Teachers Management To Control Classroom Behavior For Inclusion Students at Jeddah’s Directorate of Education.? 2, Is There Any Statistical Differences in Management of Teachers to Classroom Behavior For Inclusion Students According to Program Type (Intellectual Education - Audio Disability ~ Visual Disability)? Objectives : To Recognize The Teachers’ Management Facts for Classroom Behavior Concerning Inclusion Students at Jeddah's Directorate of Education Moreover, to Discover Statistic Differences in Methods of Teachers’ Management to Classroom Behavior of Inclusion Students According to Program Type (Intellectual Education - Audio Disability — Visual Disability). Methodology: ‘The Researcher has used the descriptive analytic Methodology in this study. Society Of Study: The original group of this study contained Teachers of Inclusion Programs for Boys at the City of Jeddah. the Researcher — As Well — Conducted this Study Upon All Members of the Original Society (279 Teachers) As Mentioned in Statisties of the Special Education Section at Department of Education - Jeddah Gov., 1427/1428h, Statistical Techniques: Data Were Analyzed by the Social Programs Statistical Stack SPSS, According to the Following Statistic, Techniques; Person Linkage Factor, Alfa Kronbach (a), Sequences, Ratios, Arithmetic Mean, Standard Deviation, Variance Analysis (ANOVA) And (BONFERRONI) Test. Resuits Of Study: The Results of the Study Were as Follows: 1. The Study Revealed The Necessity Of Training Programs To Teachers Of (Intellectual Education - Audio Disability ~ Visual Disability) Upon Classroom Behavior Management Skills. 2. There Are Statistical Differences In Favor Of Intellectual Education Teachers, In Comparison With Teachers Of Audio And Visual Disabilities. Recommendations & Mechanisms 1) Itis Important to Conduct Training Courses Held By the Ministry of Education for Special Education ‘Teachers Upon Classroom Behavior Management of Inclusion Students. 2) The Necessity of Selecting Special Education Teachers, Who Are Distinguished By Characteristics That Make Them Capable of Dealing With Students With Special Requirements at Specialized Institutes Or Inclusion Programs. This Selection Must Be Done By The General Directorate of Special Education Representing The Ministry of Education. 3) To Concem About Educational Preparation For Special Education Teachers, 4) To Increase Teachers And Principals Awareness to The Importance of Classroom Behavior >Ling Liban Seo gel Lay acetyl asl! 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