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الرئيسية > أثر برنامج للتدريب علي بعض الم...>الوصف

أثر برنامج للتدريب علي بعض المهارات الحياتية في مفهوم الذات لدى الأطفال المتخلفين عقليًا القابلين للتعلم

المؤلف الرئيسي: الفقي، عبدالعزيز عبدالفتاح (مؤلف)
مؤلفين آخرين: البسيوني، محمد محمد (مشرف) , الديب، محمد مصطفى مصطفي (مشرف)
التاريخ الميلادي: 2008
موقع: الدقهلية
التاريخ الهجري: 1429
الصفحات: 1 - 158
رقم MD: 551747
نوع المحتوى: رسائل جامعية
اللغة: العربية
الدرجة العلمية: رسالة دكتوراه
الجامعة: جامعة الازهر
الكلية: كلية التربية
الدولة: مصر
قواعد المعلومات: Dissertations
مواضيع:
الأطفال | البرامج التدريبية | الذات | التخلف العقلي
رابط المحتوى:
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24 صفحة الأولى     

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المستخلص: Mental retardation is considered one of the severe problems facing family and society because of its negative psychological and social effects on mentally retarded children. Due to the fact that the mentally retarded child is usually unable to achieve an amount of maturity required for developing his life, mental, and psychomotor skills, many researchers and specialists have recently focused on educational, counseling and rehabilitating programs that help the mentally retarded children live naturally through training them in performing life skills that suite their abilities. This enables the mentally retarded children to achieve success that compensates for their failure in academic learning, which, in turn, may help them form positive perceptions of themselves and those surrounding them. Therefore, the need arises for preparing training programs that include varied practices, activities, and experiences that mentally retarded children can easily learn and successfully perform. Purpose of the study This study aimed at investigating the effect of training the educable mentally retarded children in some life skills (independence skills, simple vocational skills, and social skills) on the different dimensions of self-concept (physical, social, academic, and psychological) among those children. The problem of the study The problem of this study can be determined in the following question: What is the effect of a training program of some life skills on the self-concept of the educable mentally retarded children?

Participants The sample of this study included 17 educable mentally retarded children enrolled in Bim Bim Intellectual Education school at Essayeda Zeinab school administration. They were randomly divided into two groups; the experimental group included nine children and the control group included eight children. Instruments The following instruments were utilized: 1- Sanford Beinet Intelligence Test (the fourth version), translated by Lewis Kamel Meleikah in 1998. 2- A form for the socio-economic level of Egyptian families, prepared by Kamal Dessuky & Muhammad Bauymy in 1991. 3- A list of the life skills for the mentally retarded children, prepared by the researcher. 4- An observation sheet for the behavioral models associated with the basic life skills for the educable mentally retarded children, prepared by the researcher. 5- A verbal self-concept scale for the educable mentally retarded children, prepared by the researcher. 6- A pictorial self-concept scale for the educable mentally retarded children, prepared by the researcher. 7- A self-assessment form, prepared by the researcher. 8- The suggested training program. Statistical techniques The following statistical techniques were used: 1- Mann-Whitney test. 2- Wilcoxon test. 3- Means and standard deviations. Results The following results were reached: There were significant differences between the mean scores of the experimental group and that of the control group in the total score of the self-concept scales (pictorial /verbal) after administering the program in favor of the experimental group. This result can be further explained as follows: • There were significant differences between the mean scores of the experimental group and that of the control group in the physical dimension of the self-concept scales (pictorial /verbal) after administering the program in favor of the experimental group. • There were significant differences between the mean scores of the experimental group and that of the control group in the social dimension of the self-concept scales (pictorial /verbal) after administering the program in favor of the experimental group. • There were significant differences between the mean scores of the experimental group and that of the control group in the academic dimension of the self-concept scales (pictorial /verbal) after administering the program in favor of the experimental group. • There were significant differences between the mean scores of the experimental group and that of the control group in the psychological dimension of the self-concept scales (pictorial /verbal) after administering the program in favor of the experimental group. These results were discussed and interpreted in light of the main concepts of this study, the results of the previous related studies, and the training program (based on life skills) used in this study and its effect on the different dimensions of self-concept among the educable mentally retarded children.

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