دراسة مقارنة لدور الدمج المدرسي في تحسين اكتساب بعض المفاهيم المكانية لدى الطفل الحامل للثلاثي الصبغي 21 دوي 8 إلى 12 سنة

الملخص EN

The present study aimed at identifying the role of school integration in acquiring spatial concepts in 15 children of Down’s syndrome, aged 8 and 12 years, in regular schools, with an IQ between 45 and 55 degrees, of different social levels with expressive and receptive language.

Subject them to the testing of spatial concepts.

The Comparison with the control group of 15 children of Down’s syndrome in psychosocial centers showed the following results: - There are statistically significant differences in the mean scores of spatial concepts among children with Down ’s syndrome who are enrolled in regular schools and children of Down ’s syndrome who are in pedagogical centers.

This is for the benefit of children in regular schools.

- There were no statistically significant differences in the mean scores of spatial concepts between males and females of Down’s syndrome for those in regular schools and those in pedagogical centers