الفهرس 
الفصل الأول: مدخـل الدراســةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 238 |  |  |
| | | from | 238 | | |
المستخلص
The main language of communication between human beings tool to express their needs and desires, and communicate the linguistic is the fundamental and rapid communication humanitarian means, if the communication linguistic necessary and important for all human beings is of crucial importance for the mentally disabled in particular, because the mentally disabled need in many cases to use others in lots of affairs, has Valamaaq mentally impaired mental capacity, which, which is on his abilities affect the pronunciation and Alkllam resulting in weakness in the understanding and recognition and discrimination and Altobeiar and expression.
Children with disabilities who are able to teach suffer from a lack of vocabulary, and a disorder pronunciation Kalhzv and substitution and distortion of words spoken, delayed verbal response during the conversation, and severe shortcomings in the public understanding of and understand the language in particular, and the difficulty of repetition, and images to distinguish similarities and deficiencies in verbal expression, impaired ability to distinguish the imagination and identify trends and decreased ability to achievement (Qahtan Ahmed, 2005, p. 91)
This was confirmed by Maha Bashir study (2008, p. 26) that the complex mentally weak linguistic communication skills One manifestation of this weakness: the delay in the acquisition of language, lack of vocabulary, and a disorder pronunciation and speech, delayed Alastjabhllosoat with which it deals, and lack of understanding of words
The problem of the study:
The problem can be formulated in the following main question:
The effectiveness of the training program for the development of linguistic communication skills and reduce speech disorders in children with mental disabilities who are able to teach. The ramifications of this question, a group of the following questions:
- What are the differences between the average scores of the group arranged experimental mentally handicapped children who are the education of linguistic communication scale before and after the application of the training program?
- What are the differences between the average scores of the group arranged experimental and control group of children with mental disabilities who are able to teach the linguistic communication scale after application of the training program?
- What are the differences between the average scores of the group arranged experimental mentally handicapped children who are the education of linguistic communication scale in the two measurements after and observable?
- What are the differences between the average scores of the group arranged experimental children with mental disabilities who are able to teach the pronunciation disorders scale before and after the application of the training program?
- What are the differences between the average scores of the group arranged experimental and control group of children with mental disabilities who are able to teach the pronunciation disorders scale after application of the training program?
- What are the differences between the average scores of the group arranged experimental children with mental disabilities who are able to teach the pronunciation of the two measurements after and observable disorders scale?
Objectives of the study:
This study aims to:
- Understand the effectiveness of the training program in the development of linguistic communication and reduce speech disorders in children with mental disabilities who are able to teach through the use of therapeutic entrances and behavior modification to reduce speech disorders in these handicapped children mentally consenting for education and training on the linguistic communication, making them as individuals unfit able to interact with their community.
- Understand the continued effectiveness of the training program in the development of linguistic communication and reduce speech disorders in children with mental disabilities who are able to teach through sequential measurement month after the telemetric using appropriate statistical methods with the aim of access to scientific and practical recommendations submitted to the responsible authorities to help them -understand the nature of the disability child’s special needs, which are unique to without the other, and also help so those in charge of the education of these children to plan and
develop the necessary services realized to their needs.
Study hypotheses:
- There are statistically significant differences between the average scores of the group arranged experimental mentally handicapped children who are the education of linguistic communication scale before and after the application of the training program. - There are statistically significant differences between the average scores of the group arranged experimental and control group of children with mental disabilities who are able to teach the linguistic communication scale after application of the training program. - There are no significant differences between the average scores of the group arranged experimental mentally handicapped children who are the education of linguistic communication scale in the two measurements after and observable. - There are statistically significant differences between the average scores of the group arranged experimental children with mental disabilities who are able to teach the pronunciation disorders scale before and after the application of the training program. - There are statistically significant differences between the average scores of the group arranged experimental and control group of children with mental disabilities who are able to teach the pronunciation disorders scale after application of the training program. - There were no statistically significant differences between the average scores of the group arranged experimental children with mental disabilities who are able to teach the pronunciation of the two measurements after and observable disorder scale
the importance of studying :
Theoretical importance:
-qlh Studies at the Arab level as far as informing the researcher Altytnolt linguistic communication skills of a class of children with mental disabilities who are able to teach, and the consequent reduction in speech disorders. - Global attention and Mahlypfiat disability in general and mental disabilities, in particular, continued to prepare and implement appropriate educational programs for the mentally disabled and attempts, as studies have shown that the care of the mentally disabled who are the education of its effectiveness and that its economic benefits and social than what is paid out of money and effort.
Applied Popularity:
- Something to offer the current study of the program for the development of linguistic communication skills can benefit workers in the field of communication and mental disabilities. - Constitute a linguistic skills by communicating a good indicator in the acquisition and learning to read and improve the child’s ability to speech and language Expected to contribute to ongoing research in the development of a qualifying educational development methods serve mental disability and social institutions in adapting these methods they activate various training programs for different categories of mentally disabled who are the education..
Objectives of the study: This study aims to: - Understand the effectiveness of the training program in the development of linguistic communication and reduce speech di Objectives of the study: This study aims to: - Understand the effectiven
ess of the training program in the development of linguistic communication and r Tools of the study:
-astmarh Collect data (Prepared by the researcher)
- Social, cultural economic level scale (Prepared by: Khalil Mohamed Bayoumi, T. b)
. - Scale Stanford Binet Intelligence (fifth photo). (Prepared by: Mahmoud Aboualnal 0.2011).
- Adaptive Behavior Scale (Prepared by: Rashad Moussa, 2009, at: Rashad Moussa, and Madiha ElDesoki 0.2011, p. 421).
- Linguistic communication measure photographer for the mentally disabled who are the Education (Prepared by the researcher).
- Scale pronunciation photographer for the mentally disabled who are the learning disorders (Prepared by the researcher).
- The training program for the mentally disabled who are the Education (Prepared by the researcher).
Determinants of the study:
It is determined by the field of study the following dimensions:
Human -mahdeddat: The current study was conducted on a sample of children with mental disabilities who are able to teach people aged Time between (9:12) years, and the researcher to choose a sample of 12 children from the Mentally handicapped who are the education, and those with low scores in linguistic
The measure of speech disorders, were divided into two groups, the first trial, and strength (6) children, And second, an officer and strength (6) children.
-mahdeddat Methodology: The current study relies on a semi-experimental method as its goal the experience to know the effectiveness Training program (independent variable) for the development of linguistic communication (the dependent variable), and reduce disturbances Pronunciation of children with mental disabilities who are able to teach (as the dependent variable else). The study also relies on Experimental design ever the two groups.
-mahdeddat Spatial: The selection of the sample of schools of education in intellectual Aalvhn Bmahazh Beni Suef. -mahdeddat Time: Study tools have been applied in the academic year 2016-2017.
Results Study results to:
- There are significant differences among the middle ranks of the experimental and control groups of speech disorders scale, and its dimensions in the dimensional measurement for the experimental group.
- There are significant differences among the middle ranks of the experimental group of speech disorders scale and dimensions of the two measurements in the pre and post for post measurement.
- There were no statistically significant differences among the middle ranks of the experimental group on the pronunciation in the two measurements and dimensional iterative disorders scale. - There are significant differences among the middle ranks of the experimental and control groups on linguistic communication scale, and its dimensions in the dimensional measurement for the experimental group.
- There are significant differences among the middle ranks of the experimental group on linguistic communication scale, and its dimensions in the two measurements pre and post for post measurement.
- There were no statistically significant differences among the middle ranks of the experimental group on linguistic communication scale in the two measurements dimensional and iterative.
educe speech disorders in children with mental disabilities who are able to teach through the use of therapeutic entrances and behavior modification to reduce speech disorders in these handicapped children mentally consenting for education and training on the linguistic communication, making them as individuals unfit able to interact with their community.
- Understand the continued effectiveness of the training program in the development of linguistic communication and reduce speech disorders in children with mental disabilities who are able to teach through sequential measurement month after the telemetric using appropriate statistical methods with the aim of access to scientific and practical recommendations submitted to the responsible authorities to help them understand the nature of the disability child’s special needs, which are unique to without the other, and also help so those in charge of the education of these children to plan and develop the necessary services realized to their needs.
sorders in children with mental disabilities who are able to teach.