العوامل المؤدية لتعزيز مستوي تقرير المصير للطلاب ذوي الإعاقة الفكرية المدمجين بالمرحلة الثانوية كما تدركها أسرهم في أطار المدخل المعرفي السلوكي في خدمة الفرد

Abstract EN

The intellectually disabled are the focal point of the development process after helping them to accept new ideas and providing them with useful information and practical skills that enable them to participate in development processes with the right people, and self-determination skills have become very important for students with intellectual disabilities, and support the hypotheses of the cognitive entrance.

behavioral in the social case work the importance of managing emergency events and training parents to use cognitive-behavioral interventions to enhance the level of self-determination, which is one of the basic components in the adolescence stage that enables a person to challenge difficult situations and achieve social coexistence, and through the foregoing, the study aimed to identify the factors which leads to enhancing the level of self-determination among students with intellectual disabilities in the secondary stage as realized by their families within the framework of the cognitive-behavioral approach in case work and its arrangement.

and the application of the questionnaire tool on them, and the results of the study concluded that the level of subjective, environmental, family and school factors came high as they are the most important factors that enhance the level of self-determination among students with intellectual disabilities as perceived by the students' families.

the general results of the study also showed that school factors came first in terms of the most influential in promoting the level of self-determination among students with intellectual disabilities.

intellectual disability, followed by subjective factors, then family and environmental factors alike.