وعي أولياء أمور ذوي الإعاقة الفكرية في معاهد و برامج التربية الفكرية بحقوق أبنائهم

Abstract EN

The study aimed at identifying the extent to which parents of children with intellectual disabilities at the intellectual educational institutions and programs are aware of the rights of their children.

to achieve the objectives of the study, the descriptive survey approach was used by constructing the study instrument, which was a questionnaire prepared by the researchers.

the questionnaire consisted of two parts; the first contained (5) items of general information, and the second contained(47) items distributed onto five themes.

the questionnaire was administered to (821) parents of children with intellectual disabilities.

the study found that the parents of children with intellectual disabilities had a low level of general awareness of the rights of their children, except for the educational rights which scored a high level of awareness.

the study showed that the educational rights scored the highest level of parents’ awareness, followed by the health rights, the legal rights, the work rights, and finally the financial rights.

the findings also showed that there were statistically significant differences at (α>0,05) relative to awareness of educational, health and the overall awareness of rights attributed to the variable of “sex” in favor of females.

they also showed statistically significant differences in the awareness of health, work and the overall awareness of rights attributed to the variable of “age” in favor of the subjects at the age of (20-30 years).

the findings revealed that there were statistically significant differences in the awareness of legal and work rights, which were attributed to the variable of “academic degree” in favor of the subjects who already had "primary" education.

the findings also showed that there were statistically significant differences in the awareness of health rights attributed to the variable of “place of education” in favor of the subjects who had their children at the institutes of intellectual disabilities education.

however, there were no statistically significant differences attributed to the “economic status”.