meet the needs of this category of the society. 3. Knowledge and acquaintance of the teaching staff in terms of the rights of children with disabilities and the positive mechanism to deal with them are weak and do not meet the level required in the process of proper integration. 4. Learning resource rooms are not properly activated to achieve good performance and results, as a result of the high operational costs and the overcrowding in schools, which hinders the establishment of such rooms within their premises. 5. Despite the availability of acceptable education for blind students, the only two special schools, as referred to previously, are located in the capital. Thus, insolvent students outside the boundaries of the Capital are incapable of joining those schools. 6. Most of the special schools for the deaf lack classes to complete basic or secondary education. Therefore, students are forced in many cases to stop learning because of the lack and/ or improper preparation of public schools to receive this type of disabilities. 7. Students with physical disabilities suffer from not being admitted or accepted to study at public schools under false pretenses by different administrations of some schools. 8. Some students with disabilities suffer in some cases from the difficulty of mobility and access to public schools and/ or private education schools. 9. Undergraduate education lacks appropriate educational environment for the education of students with various disabilities in most universities, in addition to the lack of awareness of their rights by 39