المهارات الإجتماعية للمعاقين فكريا و علاقتها بالمتغيرات الديمغرافية : دراسة مقارنة بين مدارس الدمج في السودان و المملكة العربية السعودية

Abstract EN

This study aimed to know the social skills of the intellectually disabled and their relationship to demographic variables (skill level and gender), and it is a comparative study between inclusion schools in Sudan and The Kingdom of Saudi Arabia (KSA).

The study adopted the descriptive-comparative design, and applied Vineland Adaptive Behavior Scale for data collection.

The total sample size of the students was 60 students: 30 male and female students with the intellectual disability in Rida Basic School in Khartoum State and 30 male and female students at Al-Dawadmi Primary School in the KSA.

The data collected for the purpose of the study were analyzed using the Statistical Packages for Social Sciences (SPSS) program.

The results of the study indicated that the degree of acquiring social skills for people with intellectual disability through inclusion was at a medium level, and there were statistically significant differences in the acquisition of social skills for children with intellectual disability in inclusion schools in Sudan and inclusion schools in Saudi Arabia, in terms of the dimensions of communication, daily life skills, and socialization in favor of inclusion schools in Sudan.

Furthermore, the results revealed that there were statistically significant differences in the acquisition of social skills for people with intellectual disability in inclusion schools in the dimension of communication according to the gender variable in favor of females, while there are no statistically significant differences in the rest of the dimensions (daily life and socialization).

Also, there are no statistically significant differences in acquiring social skills for children with intellectual disability in inclusion schools in the variables of communication, daily skills, socialization in Saudi Arabia and Sudan according to the degree of disability.

The study recommends developing an individual educational plan and a rehabilitation program that suits the mental state of each individual with a disability in order to achieve satisfaction, psychological balance and the acquisition of various social skills, as well as conducting future studies on educational inclusion that include expansion of studies that include a representative sample of all cities of Sudan and KSA.