The Procedures of Developing Inclusive kindergarten Institutions in Egypt in light of Some Current Educational Trends: An Analytical Study

The present study aimed at identifying the Procedures for developing inclusive kindergarten institutions in Egypt in light of some Current educational trends, The descriptive approach was used to attain this purpose using a questionnaire prepared by the researcher. The research used a questionnaire for collecting information; Participants (N= 395) kindergarten teachers in Cairo Governorate. The research results showed a deficiency in the application of integration in kindergarten institutions, and it was agreed that there is a great need to apply current educational trends in inclusive kindergarten institutions to a very large degree. Ranked in descending order of importance from the point of view of the research sample, The Procedures related to legislation and policies for integrating children with special needs, Technological development of The Procedures for inclusive kindergartens, The Procedures for developing the organizational and technical environment in inclusive kindergartens, The Procedures for implementing community participation to create inclusive kindergarten institutions, came in fourth and last place from the point of view of the research sample. The results also confirmed the existence of statistically insignificant differences between the average scores of the research sample attributed to the variable of the first, second and fourth educational qualification. There are statistically significant differences between the average scores of the study sample on the axis of The Procedures for implementing community participation to develop inclusive kindergarten institutions; at a statistical significance level of (0.05). Additionally, the differences were in favour of higher educational qualifications. There are also, statistically insignificant differences between the average scores of the research sample, attributed to the variable of the number of years of experience, on the second and fourth axes. Furthermore, there are statistically significant differences between the average scores of the research sample for the axis of The Procedures related to legislation and policies for the integration of children with special needs, and the axis of The Procedures for implementing community participation to develop inclusive kindergarten institutions, at a statistical significance level of (0.05), and the differences were in favour of the higher number of years of experience. The research was concluded by setting out a set of Procedures for developing inclusive kindergarten institutions in Egypt in light of some Current Educational trends.