بولحية, زهيرة2024-01-292024-01-292021-10-073232-0944http://ddeposit.univ-alger2.dz/handle/20.500.12387/5645يهذف هزا البدث ئلى الخػشف غلى واكؼ الذمج اإلاذسس ي وأزشه غلى الخدطُل الذساس ي لفئت اإلاطابحن بؿُف الخىخذ في اإلاذاسط الػادًت، ورلً باالغخماد غلى وحهت هظش مػلمي الؿىس ألاوٌ والثاوي ابخذائي وهزا اإلاخخطحن في التربُت وغلم الىفغ وألاسؾىفىهُا اإلايلفحن بخذسَغ هزه الفئت. و للذ أظفشث الىخائج ئلى وحىد اهخفاع في الخدطُل الذساس ي في مادة دساظُت أو أهثر، وهزا ٌػىد ألظباب راجُت مخػللت بالفشد بدذ راجه وهزا أظباب بُئُت مذسظُت، وأخحرا أظباب احخماغُت أظشٍت، ولها غىامل جخذاخل مؼ بػػها لخػؿل العحروسة الؿبُػُت لىمى اللغت الشفىٍت والىخابُت وهزا الذمج اإلاذسس ي وهزا مشجبـ بما ًلي: خطائظ فئت اإلاطابحن بؿُف الخىخذ، اإلاخابػت ألاسؾىفىهُت، اإلاخابػت الىالذًت، الخخطظ ألاوادًمي للمػلمحن اإلاششفحن غلى اللعم اإلاذمج الخاص، هىغُت البرامج الذساظُت اإلاؿبلت This research aims to know the reality of school integration in normal schools and its impact on the academic achievement for people on the autism spectrum, this is through relying on the opinion of teachers in first and second primary levels as well as specialists in education, psychology and orthophony who are in charge of that category . The results indicates a decrease of the academic achievement in one subject or more, this is due to personal reasons related to the individual himself, school environment reasons as well as family social reasons, all factors interfere with each other's to disrupt the natural process of oral and written language developement and school integration which are linked to the following: orthophony follow-up,parental follow-up, the academic specialization of teachers supervising the special integration section and kind of study programs applied .Arطيف التوحيدالدمج المدرسياسباب الضعف المدرسيAutism spectrum;school integration;the reasons of school weaknessArticle