المخاوف لدى الأطفال ذوي الإعاقة العقلية البسيطة المدمجين في المدارس العادية و مدارس التربية الفكرية : دراسة مقارنة

Abstract EN

Aim: The current research aimed to identify the relationship between mainstreaming with its different shapes (special classes within regular schools) for children with mild mental retardation and its effect on some behavioral and neurotic disorders and comparing them with children who attend classes in special education schools.

Hypothesizes: There are statistical significant differences on the scores of behavioral and neurotic disorders on (fears Survey Schedule) among mentally retarted children by increasing of mainstreaming degree (classes in special education schools- special classes within regular schools).

Sample: The study sample consisted of 80 children, In addition, they have classified into two samples The first consisted of 30 mentally retarted children who attend classes in special education schools, and The second consisted of 30 mentally retarted children who attend special classes within regular schools.

Tools: Picture Intelligence Scale for Children.

Prepared by Ahmed ZakiSaleh (1978), Revised Fears Survey Schedule For Children prepared by Scherer and Nakamure (1968) and translated by Fawkeya Mohamed Radi (2001).

Results: There are statistical significant differences between mentally retarted children in special education schools and in special classes within regular schools in fears at the level of 0.00 in favor of mentally retarted children in special education schools.