فعالية برنامج انتقالي للتعليم الدمجي في تحسين التوافق الدراسي للأطفال ذوي الإعاقة الذهنية البسيطة المدمجين في المدارس النظامية

Abstract EN

The purpose of the current study was to assess the Effectiveness of a Transitional program in improving scholastic adjustment for children with mild Intellectual Disability.

Ten children aged between 6.3-8.1 years old, with mean age 6.95 years (SD =.507) were participated in this study.

Five children randomly assigned to the experimental group, and five children assigned to the control group.

The two groups matched for age, intelligence Quotient, number of children in the inclusion class, intervention time in the resource room, social economic level, and their pre-test scores on the scale of scholastic adjustment for children with intellectual disability.

Results revealed that significant differences were found between experimental and control group in three dimensions of the scholastic adjustment scale (relationship with peers, relationship with teacher, following school rules), in addition to the total score, while no significant differences were observed in the academic performance.

Furthermore, children in the experimental group maintained their Improvements in scholastic adjustment in the follow-up measurement.

Findings discussed in light of the transitional program content, utilized technique, and previous studies.