الفهرس 
الفصل الأول: مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Issue of the children with the intellectual disability (mild intellectual disability) is one of the most important social and economic human issues posed in the field in the third millennium; due to the fact that it has educational, preventive and treatment sides. Consequently, the children become the focus of all international societies; because of their deficient cognitive processes reflecting negatively on their academic performance in comparison with their normal pairs. So they are in urgent need of continuous and incessant efforts as well as integrated care in all social institutions either the family or the school or the scientific research centers or the society generally; with the aim of providing due care for them to live a normal, effective and productive lives. Moreover, any shortage in providing such care pushes them to more isolation and feeling of failure and aggression through all frustration aspects surrounding them in a way that has negative reflections on the society and its human investment as well as on the child itself, its communication with the surrounding people and this reaches to its mastery for reading skills. So this requires from us searching for modern programs that put an end to the speech disorders.
Visual perception includes the ability to manipulate, store, and retrieve information in memory. Visual processing begins with the ability to process the individual sections (phonemes) and to recognize their number in words as well as processing the rhymes (Park, 2008: 24).
Uta Frith is one of the pioneers in research in the field of weak central coherence among the individuals with disabilities; due to the fact that she published the first research in such respect in 1989’s. such theory was based upon the hypothesis that the weak central coherence represents a basic deficiency among the children with autism. However, some modifications were carried, most important of which was that the weak central coherence was regarded one of the main shortage aspects among the autistic children and not a fundamental symptom of the disorder (South et al, 2007).
Problem of the study:
The researcher noticed through the continuous reading of research papers and books published on children with intellectual disabilities, that children with intellectual disabilities have weak visual perception, and through the researcher’s hesitation to the School of Intellectual Education and to asking responsible teachers, they confirmed that they have a weakness in visual perception skills, which stopped the researcher of the importance of improving visual perception skills through the tasks of central coherence.
The current study tries to provide answers for the following questions: Hence the problem of the current study emerged, which is crystallized in an attempt to investigate the effectiveness of a training program based on central cohesion tasks and its impact on visual perception among children with mild intellectual disabilities. The current study attempted to answer the following main question:
To what extent can the visual perception of children with mild intellectual disabilities be improved through a program based on central coherence?
What are the differences among mean scores of the experimental group members in the visual perception pre and following up measurements?
Objectives of the study:
The current study aims to improve the central coherence and the visual perception among the children with mild disability through the prepared training program in the current study.
Significance of the study
The theoretical significance:
(1) The study significance stems from the type of problem it is exposed to due to the fact that it deals with the central coherence and visual perception.
(2) The lack of Arab studies that dealt with the tasks of central cohesion and visual perception of people with simple intellectual disabilities.
The applied significance :
(1) Significance of the study can be attributed to the provision of training programs that have been developed to contribute to the development of central coherence and visual perception among children with mild intellectual disabilities through presenting the psychological heritage of disability as a whole, including the previous studies that illustrate the use of training strategies.
(2) The design of many psychometric instruments that contribute to specifically determine and better understand the perception; such as guide of the conditions and factors leading to the emergence of deficiencies in central coherence and visual perception as well as scale of some central coherence and visual perception.
(3) Involving the parents in conducting the program through counselling and training them in the followed methods for development of the central coherence and the visual perception.
(4) Scarcity of Arab studies within the knowledge of researcher concerning the central coherence and the visual perception in terms of the diagnosis and provision of the training programs.
(5) Some central coherence skills and the visual perception are closely related to other behaviors, moreover targeting central coherence and visual perception may be more important with relation to their improvement.
Hypotheses of the study:
The researcher got much benefit from the previous studies results with regard to formulating the current study hypotheses as follows:
(1) There is a statistically significant hypothesis among the mean scores of the post-measurement of the central coherence for the experimental and control groups in favor of the experimental group.
(2) There is a statistically significant hypothesis among the mean scores of the pre-post measurements of the central coherence for the experimental group in favor of the post measurements.
(3) There is no a statistically significant hypothesis among the mean scores of the post- following up measurements of the central coherence for the experimental group.
(4) There is a statistically significant hypothesis among the mean scores of the post-measurement of the visual perception for the experimental and control groups in favor of the experimental group.
(5) There is a statistically significant hypothesis among the mean scores of the pre-post measurements of the visual perception for the experimental group in favor of the post measurements.
(6) There is no a statistically significant hypothesis among the mean scores of the post- following up measurements of the central coherence for the experimental group.
Study determinants:
The field of study is determinted by the following dimensions:
(1) Human Determinants: The current study was conducted on a sample of children with mild intellectual disability whose ages ranged between (12: 9) years old, and the researcher selected a sample of (20) children with minor intellectual disabilities, and those with low scores on the central cohesion and perception scale Al-Basri, they were divided into two groups, the first is experimental and consists of (10), and the second is control and consists of (10) children.
(2) Methodological determinants: The current study relies on the quasi-experimental approach as an experiment whose aim is to know the effectiveness of a training program based on central cohesion (as an independent variable) To improve visual perception among the participating children with intellectual disability (as a dependent variable). The study also depends on the two-group experimental design.
(3) Spatial determinants: The sample was chosen from the School of Intellectual Education in Beni Suef.
(4) Time Limitations: The study tools were applied in the 2020-2021 academic year.
Results:
(1) There is a statistically significant hypothesis among the mean scores of the post-measurement of the central coherence for the experimental and control groups in favor of the experimental group.
(2) There is a statistically significant hypothesis among the mean scores of the pre-post measurements of the central coherence for the experimental group in favor of the post measurements.
(3) There is no a statistically significant hypothesis among the mean scores of the post- following up measurements of the central coherence for the experimental group.
(4) There is a statistically significant hypothesis among the mean scores of the post-measurement of the visual perception for the experimental and control groups in favor of the experimental group.
(5) There is a statistically significant hypothesis among the mean scores of the pre-post measurements of the visual perception for the experimental group in favor of the post measurements.
(6) There is no a statistically significant hypothesis among the mean scores of the post- following up measurements of the central coherence for the experimental group.