فاعلية برنامج بورتاج في تحسين النمو النفس-لغوي لدى عينة من الأطفال المعاقين عقليا فئة القابلين للتعليم

Abstract EN

Aims: The study significance is embodied in exploring the value of Portage program and how it is useful for children with mental disability for developing language and restrict language disorders.

Since language is the basic skill for communication with others, being perfect in language is important for individuals to achieve success in their lives, so, it should be acquired at early childhood stage.

Conforming vocabulary, proper social communication and the ability to understand language are considered a necessity in learning process, acquiring life experiences, cognitive, emotional, and social development.

Methods: The study uses the experimental method dividing the study sample into two groups, the experimental and the control group of mentally educable retarded children.

Sample: The total sample consists of 20 Male/ Female children who are mentally educable retarded, selected randomly and divided into two groups, 10 items as the experimental and 10 items as the control group.

Tools: The Arabic Language Test (by Nahla Abdel Aziz El- Refaee, 1995, for identifying the linguistic development level among study sample.

Primary Data Register Form (by researcher).

Scale of Assessing the Socio- Economic Level (by Abdel Aziz Al- shakhs, 2006).

Portage Program Statistical Methods: Non- Parameter Wilcoxon Test, for finding differences between pre/ post measurements, Non- Parameter Man Whitney Test, for defining differences between the control and the experimental group.

Results: The study comes to results demonstrate the efficacy of the Portage program in improving the linguistic development among a sample of educable mentally retarded children.

There are significant statistical differences between pre/ post measurement of the linguistic development among the experimental group individuals.

There are significant statistical differences between post measurement of the control group and experimental group regarding the linguistic development, in favor of the experimental group.

The study comes to that there exist no significant statistical differences between post/ follow- up measuring of the.