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Teachers' Attitudes Towards Integrating People with Special Needs with Ordinary Students (Psychological Science; issue 27) Year of publication: 2018 Author: Ahmed Ismail Corporate author: Algeria. Ministry of Higher Education and Scientific Research The study aimed to know the attitudes and opinions of primary school teachers about the integration of children with special needs in primary schools in the Baghdad Education Directorate - Karkh/2. The study sample consisted of (100) male and female teachers. The study used the questionnaire tool, which included (30) items. In terms of the first objective, which is teachers' attitudes towards integrating people with special needs in regular schools, the study concluded that teachers had attitudes towards inclusion, and it also showed the significance of differences in teachers' attitudes toward inclusion according to gender variables (males, females) and years of service (15), One year and less) and (16 years and over). Also, it indicated that there are differences due to female gender in the trend towards integration. 
Tolerance (Non violence) in the Curricular of Algerian Primary Schools (vol.2, no.1; Journal of Cognitive Fields for Social and Human Sciences) Year of publication: 2021 Author: Morad Fatima Zahra | Fantazi Karima Corporate author: Algeria. Ministry of Higher Education and Scientific Research This study aims to identify tolerance values within primary school curricula in two ways: explicitly and implicitly, focusing specifically on Islamic books due to their significant role in instilling values, particularly respect. The study utilizes the descriptive method and content analysis to analyze primary school books spanning five years. Statistical analysis is conducted using duplicates and percentages. The findings indicate that these books predominantly convey tolerance values implicitly rather than explicitly, which is believed to be more readily accepted by children of this age group. It is concluded that fostering tolerance values should be a shared responsibility of both the community and the school, not solely the latter.