Search

This study examined the implementation of Islamic education in building preprimary disabled students characters. The main focus of this study was teachers strategies in building characters for mentally retarded children in the subject of Islamic religious education and character. In conducting the study, we used a qualitative case study method. The case of this study was a state disabled in Palu city. Data were gathered through direct field observation, in-depth interviews which involve teachers and the school principla. We also analyzed written material, such as the school teaching activities, to understand how the character building strategies were integrated in the disabled school curriculum. Our study found that the teacher's strategies in building character of mentally retarded children in the subject of Islamic Religious Education were through habituation and modeling techniques. The teachers of Islamic religious education applied learning habits that contain good values ​​and attitudes. This included familiarizing with habits to maintaining cleanliness, Quran recitation, practicing prayers, and getting used to giving donation.

Mentally retarded children or also called children with intellectual disability are children with below average intelligence who experience obstacles in adaptive behavior in the form of taking care of themselves and carrying out activities of daily living. Children with intellectual disability need special education and services to help them achieve optimal development. Children with mild intellectual disability require three basic skills, such as reading, speaking and arithmetic. The implementation of learning in the classroom, especially in learning mathematics requires learning modifications, so that they are in accordance with the individual conditions of intellectual disability students. Intellectual disability students have obstacles to think about something abstract, so in the preparation of learning programs the teacher is expected to; (1) understanding the characteristics of mild intellectual disability students, (2) conducting assessments, (3) being creative in modifying learning methods.

هدف البحث الحالي إلى تصميم بيئة تعلم تکيفية وفقا لأسلوب التعلم( السمعي- البصري) وقياس أثرها على تنمية القابلية للاستخدام لدي التلاميذ المعاقين عقليا القابلين للتعلم، وللوصول لهذا الهدف تم إعداد قائمة معايير بيئة التعلم الإلکتروني التکيفي في البحث الحالي، وتکونت عينة البحث من (12) تلميذ وتلميذه، وتم تقسيمهم إلى مجموعتين تجريبيتين طبقا لنتيجة حل مقاييس أسلوب التعلم لفيلمنج فارک(VARK)، واستخدم التصميم التجريبي العاملي ۲x1، وتم تطبيق أساليب المعالجة الإحصائية المناسبة باستخدام برنامج 22).SPSSV )، وتوصلت نتائج البحث إلى: فاعلية بيئة التعلم التکيفية في تنمية القابلية للاستخدام لدي التلاميذ المعاقين عقليا القابلين للتعلم. الکلمات المفتاحية: بيئة التعلم التکيفية، أسلوب التعلم (السمعي- البصري)، القابلية للاستخدام. Abstract: The current research aimed to design an adaptive learning environment according to the learning style (audio- visual) and measure its impact on enhancing Usability among Educable Mentally Retarded Students. for reaching this goal, a list of adaptive e-learning environment criteria was prepared in the current research. The research sample consisted of (12) students, and they were divided into two experimental groups according to the results of (VARK) scale introduced to them. the global experimental design 2x1 was used, and appropriate statistical treatment methods were applied using the spss program (v.22).The research results revealed the effectiveness of the adaptive learning environment according to Learning Style for Enhancing Usability among Educable Mentally retarded students. Keywords: Adaptive learning Environment, Learning style( audio- Visual), Usability.

This research aims to describe career guidance for students with disabilities in special schools (SLB). This research uses a qualitative approach with descriptive methods. The research subjects were the Principals and Teachers at SLB Negeri 1 Subang, SLB SLB Maliwis, SLB Negeri Cicendo, SLB Sukapura, SLB Negeri Handayani and SLB PGRI and the object of research was the implementation of career guidance for deaf and mentally retarded students. By using purposive sampling technique, the sample taken is the principal and teachers of skills subjects and/ or teachers accompanying apprentices. The data collection techniques in this research were carried out by observation, interviews and documentation study. And the data analysis technique used in this research was an interactive data analysis model. Based on the research, it was found that career guidance for deaf students was carried out with an individualized instructional approach and career guidance for students with mild mental retardation was carried out using the drill method. Based on the research results, career guidance services provided to students with disabilities are carried out using different methods and subject matter. Keywords: Career Guidance, Disabilities, Students Work

The purpose of this study was to describe fine motor skills in mentally retarded children. This study involved 20 mentally retarded children in special schools (SLB) in North Lombok. Identification was carried out using several data collection techniques, namely through observation, filling out instruments and interviewing the teacher. Identification of mentally disabled children focuses on several fine motor skills, namely: making curved lines, making horizontal lines, making circle patterns, cutting straight line pattern paper, cutting zigzag pattern paper, cutting circle pattern paper, cutting square pattern paper, simple drawing, coloring using colored pencils, coloring using crayons, and coloring using watercolors. The results of the study used descriptive analysis with two categorizations. Based on the results of the analysis, it was found that out of 20 mentally retarded children can be categorized as follows: on average 68% of children are in the Start Development category (MB), which means that children are starting to be able to do activities, but still with the help of teachers and 32% of children fall into the Developing Appropriate category Hope (BSH). Thus, through this identification it can improve fine motor skills in mentally retarded children by using other interesting methods or strategies. Keywords: skill, finemotor, intelectual disability

The purpose of this study is to find parents' efforts to improve understanding in caring for children with mental retardation in Kendal district. The subjects of this study were parents who have mentally retarded children. This study uses a qualitative case study method. The data collection uses interview and observation technique and the technical data analysis uses descriptive analysis. The results of this study found that parents are lack of understanding in taking care children with mental retardation and parents need to improve their understanding of taking care children with mental retardation.Keywords: Improving Understanding, Caring for Children, and Children with Mental Retardation

Dental health education is used as a measuring tool to generate knowledge and awareness that can influence a person's attitudes and habits towards oral and dental hygiene. Low oral health knowledge can be affected to children's attitudes and actions. The study aims to determine the effect of guidance on the technique of brushing teeth on the oral hygiene status of mentally retarded children, the output of this study is expected to be useful as a reference in improving the ability of brushing techniques and oral and dental hygiene. The research design was quasy experimental design with a pre test and post test with control group approach. The study was conducted at SLB Wiyata Dharma 4 Godean Sleman in October 2019. Data analysis using t-test statistical tests. The results showed that there was an increase in knowledge, abilities and status of dental and oral hygiene of mentally retarded children. Statistical test results obtained p value = 0.00 The conclusion of the study was that there was a significant influence between the guidance of brushing teeth on the oral and dental hygiene status of mentally retarded children. It is recommended that mentally retarded children increase awareness and apply brushing knowledge in maintaining oral and dental hygiene.

В статье рассмотрена проблема психологической коррекции эмоционального компонента родительского отношения к дошкольникам с задержкой психического развития (ЗПР). В ней обоснована актуальность направления психологической работы по гармонизации эмоционального отношения родителей к детям с ограниченными возможностями здоровья. Изложены результаты экспериментального исследования указанного феномена, которые позволили автору выделить основные виды эмоционального родительского отношения к дошкольникам с ЗПР (амбивалентный и условное принятие) и наиболее характерные психологические типы личности родителей (авторитарный и психосоматичный). Представлены задачи и принципы групповой работы с родителями, основные и вспомогательные методические приемы тренинговой работы, а также описана Программа психологического тренинга по развитию у родителей дошкольников с задержкой психического развития безусловного эмоционального принятия своих детей. Рассмотрены три блока программы: ориентировочный, обучающий и развивающий, стратегия психокоррекционной работы в каждом блоке, наиболее эффективные для работы методические приемы психокоррекции. Приведены результаты тренинговой работы с родителями дошкольников с задержкой психического развития, заключающиеся в изменении личностных особенностей, в частности эмоционального отношения у родителей различных психологических типов: авторитарного, психосоматичного и невротичного. The article treats the issue of psychological correction of emotional aspects of parental attitudes to preschool children with mental retardation. The article underlines the importance and relevance of psychological correction aimed at harmonizing parental attitudes to children with physical limitations. The analysis of experimentally obtained results enables the author to single out a number of parental attitudes to preschool children with mental retardation (emotionally ambivalent attitude and conventional acceptance) and a number of parental personality types (authoritative and psychosomatic). The article presents tasks and principles of team work with parents, major and minor training methods. It describes the Psychological Training program aimed at helping parents unconditionally accept their preschool children with mental retardation. The article treats three units of the program: orientation, training and development, it deals with strategies of psychological correction which can be used to solve tasks presented by each unit, it describes efficient methods of psychological correction. The article described the results of training sessions aimed at assisting authoritarian, psychosomatic and neurotic parents of preschool children with mental retardation.

Mentally retarded children have below average intelligence. Limited ability makes it difficult to adapt, leading many parents to feel concerned that their children might be unable to interact socially. This study considers the 14 SDLB students at the Bahagia Tasikmalaya Foundation SLB, and aims to determine the relationship between parenting styles and the emotional dynamics of parents on the one hand, with the social interactions of mentally retarded children on the other hand. This research used a quantitative type method with a cross sectional approach, applied to 126 mentally retarded students. The sample used was random sampling with the Slovin formula so that 96 samples were collected with a significance level of 0.05. The results of this study showed that out of 96 respondents applying democratic parenting 76 people (79.2%), 13 authoritarian patterns (13.5%), and 7 premissive (7.2%). The emotional dynamics of people in positive categories were 89 people or (92.7%) and negative categories were 7 people (7.3%). The social interaction of mentally retarded children in the moderate category was 49 children (51.0%), the Good category was 33 children (34.4%), the Less category was 14 children (14.6%). The conclusion in this study is that there is a significant relationship between parenting styles with mentally retarded children who get a p-value of 0.001

Objective: We present molecular cytogenetic characterization of a de novo chromosome 1q41-q42.11 microdeletion of paternal origin in a mentally retarded child of a family requesting for genetic counseling of the future pregnancy. Case report: A 43-year-old, gravida 1, para 1, woman, who had a 15-year-old son with mental retardation, planned to have another normal child and requested for genetic counseling of the future pregnancy. Her husband was 48 years old. The 15-year-old boy had a body height of 148 cm (

The purpose of education is the change anticipated in a person (or group of people) which is implemented by the use of specially planned educational actions, under the influence of activity. This justification becomes more sensitive when children with special educational needs, especially those with mental retardation find themselves in the new educational environment - in an inclusive school. This literature review paper aims to describe the issues of education in children with mental retardation in schools providing inclusive education. The study was conducted using literature on theoretical analytical methods. The results of the study showed the educational work for mentally retarded children in inclusive schools can be implemented if an optimal educational environment is created, training for educators is held and a strong educational system is created.

Mental retardation is an intellectual disability characterized by intelligence being below average. People who are mentally retarded can learn new abilities, but the pace of learning is very slow. There are problems that often occur in the detection that children have mental retardation, especially by parents due to the lack of knowledge of the parents about this, resulting in the mistake of choosing the right type of learning for children. If this is allowed to continue, it will result in the child's mental condition getting worse. Due to these problems, a solution is offered in the form of an expert system application with the Case Based Reasoning (CBR) method, this method will match the symptom data of the old disease with the symptom data consulted by the user so that the similarity number of each type of mental retardation will be produced. The final result of this study is the percentage value of similarity along with recommendations in the form of suggestions and solutions that will be carried out by parents in providing independent education to children with mental retardation. The results obtained were in the form of mental retardation with a percentage of 0%, disabled with a percentage of 82.35%, with disabilities with a percentage of 0%.

The article describes the reforms being carried out in Uzbekistan to bring up mentally retarded people with a broad outlook, especially in the education of children in need of social protection, a part of our society, the issues of education of children with disabilities provided by the Law "On Education" given.Also, some problems and suggestions on the problems of socio-psychological adaptation of children with disabilities in the process of education and ways to overcome them, the introduction of inclusive education for children with disabilities in Uzbekistan, its advantages, main stages, further improvement of inclusive education.

Polumysna O. Defining the status “person with a disability” in UkraineThe article finds that the term “person with a disability” has constantly evolved, the attitude of society towards a person with a disability has been constantly changing. The nicknames that society assigned to this category of people, calling them lame, idiots, beggars, lunatics, social outsiders, the mentally retarded, the retarded, scarecrows for the healthy, samovars, etc. are considered. It was found that these names indicated only a person's disability or position in society and did not identify him as an ordinary person with his own needs and problems to be solved. In the twentieth century, only how able / incapable a person is came to the fore. At the end of the XX – beginning of the XXI century in many countries society began to pay attention not only to the medical indications of people with disabilities, but began to talk about the equality of these people in society, i.e. the implementation of the social model of disability. It is noted that the use of the words in-valid, dis-ability, mal-formation already fosters in society a negative attitude towards people with disabilities. It has been studied that the vast majority of researchers called people with disabilities “people with disabilities”, “people with special needs”, “people with disabilities”. In addition, there are sharper statements such as “abnormal student with disabilities”, “child with defects”, “special child”. After the law was passed in 2017, most scholars began using the term “person with a disability”. It was found that people with disabilities living in Ukraine ask not to be called autistic, cerebral palsy, downs, people with special needs, disabilities, and put a person first, and then his disability. There has been and in fact there is no consensus between society, scientists and people with disabilities themselves, as they are called, which indicates a certain imbalance and lack or one-sided communication in society.

Background. The rights of residents in psycho-neurological boarding schools are not respected in most cases, in particular, such rights as those to the possibility of independent living, to one’s own family, to any job placement, general education and some skills, to the possibility of integration into society. The purpose of the article is the necessity to show the importance of community participation in empowering people with disabilities living in neuropsychiatric boarding schools by developing their motivation to develop their needs and the participation of volunteer students in this work for their training in working with this group. Material and methods: methods of theoretical analysis of psychological, pedagogical and medical literature, analysis of personal files and the results of activities of residents, longitudinal observation, methods of expert assessments to determine the level of activity, the method of "Sociogram". Results. Since we cannot significantly change IQ, a change in the motivational structure may turn out to be a decisive moment on which the success of social adaptation depends. Many researchers show that behavior is not based on cognitive abnormalities, but motivational factors. Conclusions: advances in medicine today can extend the active life of most mentally retarded people, increasing the number of those who need to acquire domestic and even professional skills.

The purpose of this study is to increase self-confidence in mentally retarded children who are designed using an application-based self-confidence book so as to provide attraction to the mentally retarded child. The method used in this study is the study of literature by examining 8 journals related to the self-confidence book (busy book) game. The literature review results that have been reviewed are used to develop this research related to application-based self confidence book games for mentally retarded children.The results showed that of 30 mentally retarded children in the intervention group before being given a game showed 16 children experienced insecurity with an average of 2.13, while in the control group showed 18 children experienced insecurity with an average of 1.73. After being given a game in the intervention group showed 14 children experienced self-confidence with an average of 3.20 while in the control group showed 17 children experienced self-confidence with an average of 1.70. There was an increase in the average self-confidence of mentally retarded children before and after the game was given with an average of 2.13 before the intervention and 3.20 after the intervention was given to the intervention group.

Background: Intellectual disabilities in childhood constitutes a major health problem throughout the world and a handicapping illness with long term costly treatment and bad impact on the family. It constitutes a major problem in Egypt affecting the quality of life of children and the welfare of their families. Objective: To identify the prevalence and risk factors of intellectual disabilities in children aged 2-16 years in the Pediatric Neurology Out-patient Clinic, Al-Azhar University Hospital, Assiut. Patients and Methods: The present study included one thousand (1000) children randomly selected and examined for the presence of intellectual disabilities from patient attending the clinic, ninety of them (9%) (63 males - 27 females) had intellectual disabilities. The present study has been conducted at the pediatric neurology out-patient clinic of Al-Azhar University in Assiut from 1/11/2018 to 30/6/2019. Results: There was a significant statistical attachment between intellectual disabilities and family’s socioeconomic profile in terms of residence, maternal and paternal education, and Father’s job and parent's consanguinity. In the present study the total number of cases was 90, 63 males 27 females, 76% of cases were coming from rural areas while 24% of cases were coming from urban areas. As regards the investigation, neuro-imaging (CT-MRI) was not done in (41.1 %) while normal in (38.9 %), (11.1%) with brain atrophy, (6.7%) with focal lesion and congenital brain malformation represent (2.2 %). Conclusion: Mentally retarded cases are more common in rural areas and male sex. Socioeconomic factors like education of parents and parental consanguinity play a role in the occurrence of MR.

The problem in this study is how to develop the character of independence for mildly mentally retarded children in SLB Baruga Negeri Kendari City. This study aims to describe the method used by the teacher in planting the character of the gift of mentally disabled children in Baruga SLB in Kendari. This research was conducted at the end of April to the end of May 2015, located at Baruga State Special School (SLB) Kendari City of Southeast Sulawesi Province.This research is descriptive qualitative, which gives a careful description of an individual situation, symptoms, or a particular group. This research will describe the effort to develop the character of independence in children with mild mental disability in SLB Baruga Negeri Kendari City. Data collection instruments are observation sheets and assignment sheets. Data analysis techniques start from data reduction, data coding, and conclusions. This study concludes that the implementation of efforts to develop the character of independence of mildly mentally retarded children in SLB Baruga State of Kendari City has shown good results. This can be seen from the patterns of daily life of mildly mentally retarded children both at school and at home. Children with mild mental retardation have had the independence to maintain cleanliness themselves, maintain the cleanliness of the classroom and school yard. Children with mild disabilities have also been able to independently do light tasks given by teachers at school, complete homework, clean toilets, school grounds and water the plants Keywords: Mentally Disabled, Character, Independence Abstrak. Masalah dalam penelitian ini adalah bagaimana upaya pengembangan karakter kemandirian bagi anak Mentally Retarded ringan di SLB Negeri Baruga Kota Kendari. Penelitian ini bertujuan untuk mendeskripsikan metode yang digunakan oleh guru dalam penanaman karakter kemadirian anak Mentally Retarded pada SLB Baruga di Kendari. Penelitian ini dilaksanakan pada akhir bulan April sampai dengan akhir bulan Mei 2015, bertempat di Sekolah Luar Biasa (SLB) Negeri Baruga Kota Kendari Provinsi Sulawesi Tenggara. Penelitian ini bersifat deskriptif kuaitatif, yaitu memberikan gambaran secara cermat mengenai suatu keadaan individu, gejala, atau kelompok tertentu. Penelitian ini akan mendeskripsikan upaya pengembangan karakter kemandirian pada anak Mentally Retarded ringan di SLB Negeri Baruga Kota Kendari. Instrumen pengumpulan data adalah lembar obsevasi dan lembar penugasan. Teknik analisis data dimulai dari reduksi data, koding data, dan simpulan. Penelitian ini meyimpulkan bahwa pelaksanaan upaya pengembangan karakter kemandirian anak Mentally Retarded ringan di SLB Negeri Baruga Kota Kendari sudah menunjukkan hasil yang baik. Hal ini dapat dilihat dari pola kehidupan sehari-hari anak Mentally Retarded ringan baik di sekolah mau pun di rumah. Anak tunag rahita ringan telah memiliki kemandirian untuk menjaga kebersihan dirinya, menjaga kebersihan kelas dan halaman sekolah. Anak Mentally Retarded ringan juga sudah mampu secara mandiri mengerjakan tugas-tugas ringan yang diberikan oleh guru di sekolah, menyelesaikan pekerjaan rumah, membersihkan toilet, halaman sekolah serta menyiram tanaman. Kata Kunci: Mentally Retarded , Karakter, Kemandirian

Development of mentally retarded student worksheets using the strategies of relating, experiencing, applying, cooperating, and transferring (REACT) in Primagama Malang Home Schooling 4th grade is based on the fact that there are no thematic student worksheets for the theme "Playing in My Environment". So far the thematic learning at Primagama Malang Home Schooling is still in general, there are no elements of relating, experiencing, applying, cooperating, and transferring (REACT) in the evaluation of learning, this is evidenced by the developer having never met any thematic student worksheets in which using a strategy relating, experiencing, applying, cooperating, and transferring. The purpose of this study is to produce student worksheets using relating, experiencing, applying, cooperating, and transferring strategies on the theme of "playing in my environment" for mentally disabled students in class IV at Primagama Malang Home Schooling which is valid, practical and effective. The development of this teaching material uses the development of the Dick and Luo Carey design model. The results of this development produce student worksheets based on relating, experiencing, applying, cooperating, and transferring strategies for Grade 4 mentally retarded students at Primagama Malang Home Schooling. The products of the development are tested through several sequential stages namely validation of content experts, validation of learning design experts, validation of learning experts, as well as field trials. The results of the content expert research were 86% with very good qualifications, 86% of learning media experts with very good qualifications, 83% learning experts with good qualifications, 85% field trials with very good qualifications. Analysis of the data used Paired Samples T Test with SPSS 16 tools and the results of Sig 0,000 0.02 then Ho is rejected, meaning that there are differences in learning outcomes from classes that have used student worksheets. So it can be concluded that the use of student worksheets using strategies relating, experiencing, applying, cooperating, and transferring can improve the thematic learning of playing themes in my environment at Primagama Malang Home Schooling

Tujuan pada penelitian ini adalah: 1) Validasi produk media Animasi pada Pembelajaran Pendidikan Agama Islam untuk Meningkatkan Motivasi Belajar Anak Tunagrahita di SLB Angkasa Lanud Sulaiman. 2) Implementasi pembelajaran Pendidikan Agama Islam menggunakan media animasi untuk meningkatkan motivasi belajar anak tunagrahita di SLB Angkasa Lanud Sulaiman. 3)Faktor yang mempengaruhi pembelajaran Pendidikan Agama Islam menggunakan media animasi untuk meningkatkan motivasi belajar tunagrahita di SLB Angkasa Lanud Sulaiman. 4) Efektifitas Media Animasi dalam Pembelajaran Pendidikan Agama Islam untuk Meningkatkan Motivasi Belajar Tunagrahita di SLB Angkasa Lanud Sulaiman. Jenis penelitian ini adalah kualitatif dengan pendekatan studi kasus, mengambil lokasi di SLB Angkasa Lanud Sulaiman. Pengumpulan data dilakukan dengan cara observasi, wawancara, dokumentasi dan studi pustaka. Analisis data dilakukan melalui beberapa tahapan yaitu reduksi data, penyajian data (Display data) dan verifikasi (menarik kesimpulan). Hasil penelitian menunjukkan: 1) Validasi produk media animasi pada pembelajaran PAI materi rukun Islam yaitu 94,1 dan 91,4 Jika dikonversikan kedalam tabel penilaian hasil uji coba ahli termasuk pada kriteria “sangat baik”. 2) Implementasi pembelajaran PAI menggunakan media animasi mengikuti langkah-langkah yang dibuat di dalam rencana pelaksanaan pembelajaran. 3) Faktor pendukung yang mempengaruhi pembelajaran PAI menggunakan media animasi adalah kemudahan dari media animasinya sendiri untuk digunakan dan penayangan media animasi yang membuat anak tunagrahita mudah memahami materi PAI yang disampaikan, seperti materi rukun Islam. Faktor penghambatnya yaitu memerlukan biaya untuk mengakses media animasi. 4) Tingkat keberhasilannya ditunjukkan pada nilai siswa tunagrahita yaitu melalui laporan hasil belajar siswa tunagrahita yang mendapatkan nilai rata-rata 80 dari KKM yang ditetapkan yaitu 75. Kata kunci: Tunagrahita, media animasi, pendidikan Agama Islam.

Background and Objective: Mentally retarded children delayed in global that affects motor, cognitive, communication, speech and language development. Poor organization in mental lexicon and reduction in vocabulary are the obvious consequences of mental retardation. The main objective of this study was to evaluate perception and expression of nouns, and test-retest reliability of two picture-pointing and picture-naming tests, in Farsi-speaking in educable mentally retarded children in Hamadan city. Materials and Methods: It was a descriptive-analytic and cross-sectional study. 40 mentally retarded children (18 females, 22 males) were selected from exceptional children’s school of Hamadan. Two picture-pointing and picture-naming tests were used in this study. For the sake of test-retest reliability, 10 evaluated two times with one day time interval. Results: There was a significant positive correlation between mean scores of perception and expression (P=0.001, r=0.662). Mean scores of girls and boys was not statistically different. Findings about test-retest reliability show that, these two tests have optimal reliability. Conclusions: Descriptive statistics of the mentally retarded children can be part of normative data alongside other findings of other cities of Iran. In addition, confirmation of reliability shows part of the efficiency of these two tests in research and clinical settings.

هدفت هذه الدراسة إلى الکشف عن العلاقة بين اللياقة النفسية والثقة بالنفس لدى الأطفال المعاقين عقليا القابلين للتعلم، والتعرف على مدى إمکانية التنبؤ بدرجات الأطفال المعاقين عقليا القابلين للتعلم على متغير الثقة بالنفس بمعلومية الدرجة الکلية لللياقة النفسية. واستخدم المنهج الوصفي الارتباطي، وقد تکونت عينة الدراسة من (50) طفلا من الأطفال المعاقين عقليا القابلين للتعلم المتردديين باستمرار على جمعية بلال بن رباح بمحافظة أسيوط ومراکز أخرى متعددة بمحافظة أسيوط وممن تتراوح أعمارهم الزمنية ما بين (9 - 12) سنة، وعمر عقلي ما بين (6 - 8)، ونسبة ذکائهم من (50 - 70) وفقا لمقياس ستانفورد - بينيه الصورة الرابعة ومن الذين لديهم مشکلات خاصة بإنخفاض في اللياقة النفسية والثقة بالنفس، وقد تکونت أدوات الدراسة من مقياس اللياقة النفسية للأطفال المعاقين عقليا القابلين للتعلم (إعداد الباحثة)، ومقياس الثقة بالنفس للأطفال المعاقين عقليا القابلين للتعلم (إعداد الباحثة)، ومقياس ستانفورد - بينيه للذکاء الصورة الرابعة (تعريب وإعداد وتقنين/ لويس کامل مليکة، 1998)، وأظهرت النتائج وجود علاقة ارتباطية موجبة (طردية) دالة إحصائيا عند مستوى دلالة 0.01 بين درجات الأطفال المعاقين عقليا القابلين للتعلم على مقياس اللياقة النفسية ودرجاتهم على مقياس الثقة بالنفس، وإمکانية التنبؤ بدرجات الأطفال المعاقين عقليا القابلين للتعلم على متغير الثقة بالنفس بمعلومية الدرجة الکلية للياقة النفسية". This study aimed to reveal relationship between Psychological Fitness and Self-Confidence of Educable Mentally Retarded Children, and to identify the extent of predictability of the scores of Educable Mentally Retarded Children on the variable of Self-Confidence with the knowledge of the total score of Psychological Fitness, and using the relational descriptive methodology, and study sample consisted of (50) Children of Educable Mentally Retarded Children entity attending to Bilal bin Rabah Association – Assiut Governorate, and who are between the ages (9 - 12 ) years, and mental age ranges between (6 – 8), and their IQ ranges between (50 - 70) as measured by Stanford-Binet Scale Fourth Edition,, and who have low of Psychological Fitness and Self-Confidence, the study consisted tools of Psychological Fitness Scale for Educable Mentally Retarded Children (prepared by the researcher), Self-Confidence Scale for Educable Mentally Retarded Children (prepared by the researcher), Stanford-Binet Scale of Intelligence Fourth Edition (Arabization, preparation and rationing/ Louis Kamel Malika, 1998), The results showed there is a statistically positive (positive) significant correlation relationship at the significance level of 0.01 among the scores of educable mentally retarded children on Psychological Fitness scale and their scores on Self-Confidence scale, and the predictability of the scores of educable mentally retarded children on the variable of Self-Confidence with the knowledge of the total score of Psychological Fitness.

هدفت هذه الدراسة إلى الکشف عن العلاقة بين متغيري المهارات النفس حرکية والشعور بالسعادة لدى الأطفال المعاقين عقليا القابلين للتعلم، والکشف عن الفروق في متغير المهارات النفس حرکية لدى الأطفال المعاقين عقليا القابلين للتعلم، والکشف عن الفروق في متغير الشعور بالسعادة لدى الأطفال المعاقين عقليا القابلين للتعلم. واستخدم المنهج الوصفي الارتباطي، وقد تکونت عينة الدراسة من (50) طفلا من الأطفال المعاقين عقليا القابلين للتعلم المتردديين باستمرار على جمعية بلال بن رباح بمحافظة أسيوط ومراکز أخرى متعددة بمحافظة أسيوط وممن تتراوح أعمارهم الزمنية ما بين (9 - 12) سنة، وعمر عقلي ما بين (6 - 8)، ونسبة ذکائهم من (50 - 70) وفقا لمقياس ستانفورد - بينيه الصورة الرابعة ومن الذين لديهم مشکلات خاصة بإنخفاض في المهارات النفس حرکية والشعور بالسعادة، وقد تکونت أدوات الدراسة من مقياس المهارات النفس حرکية للأطفال المعاقين عقليا القابلين للتعلم (إعداد الباحثة)، ومقياس الشعور بالسعادة للأطفال المعاقين عقليا القابلين للتعلم (إعداد الباحثة)، ومقياس ستانفورد - بينيه للذکاء الصورة الرابعة (تعريب وإعداد وتقنين/ لويس کامل مليکة، 1998)، وأظهرت النتائج عدم وجود علاقة ارتباطية دالة إحصائيا بين (مهارة الفراغ - مهارة الصورة والجسم – مهارة الزمن) وکل من الدرجة الکلية لمقياس الشعور بالسعادة وبعديه (الشعور بالسعادة مع النفس، الشعور بالسعادة مع الآخرين) لدى الأطفال المعاقين عقليا القابلين للتعلم، وجود علاقة ارتباطية دالة إحصائيا عند مستوى دلالة 0.01 بين مهارة الحرکة والدرجة الکلية لمقياس الشعور بالسعادة، کما توجد علاقة ارتباطية دالة إحصائيا عند مستوى دلالة 0.05 بين مهارة الحرکة وبعدي (الشعور بالسعادة مع النفس، الشعور بالسعادة مع الآخرين) لدى الأطفال المعاقين عقليا القابلين للتعلم، وعدم وجود علاقة ارتباطية دالة إحصائيا بين الدرجة الکلية لمقياس المهارات النفس حرکية وکل من الدرجة الکلية لمقياس الشعور بالسعادة وبعديه (الشعور بالسعادة مع النفس، الشعور بالسعادة مع الآخرين) لدى الأطفال المعاقين عقليا القابلين للتعلم، وعدم وجود فروق دالة إحصائيا بين متوسطي درجات الأطفال المعاقين عقليا القابلين للتعلم الذکور والإناث في الدرجة الکلية لمقياس المهارات النفس حرکية، وعدم وجود فروق دالة إحصائيا بين متوسطي درجات الأطفال المعاقين عقليا القابلين للتعلم الذکور والإناث في الدرجة الکلية لمقياس الشعور بالسعادة. This study aimed to reveal relationship between Psychomotor Skills and Happiness of Educable Mentally Retarded Children, and the detection of differences in the variable of Psychomotor Skills of Educable Mentally Retarded Children, and the detection of differences in the variable of Happiness of Educable Mentally Retarded Children, and using the relational descriptive methodology, and study sample consisted of (50) Children of Educable Mentally Retarded Children entity attending to Bilal bin Rabah Association – Assiut Governorate, and who are between the ages (9 - 12 ) years, and mental age ranges between (6 – 8), and their IQ ranges between (50 - 70) as measured by Stanford-Binet Scale Fourth Edition,, and who have low of Psychomotor Skills and Happiness, the study consisted tools of Psychomotor Skills Scale for Educable Mentally Retarded Children (prepared by the researcher), Happiness Scale for Educable Mentally Retarded Children (prepared by the researcher), Stanford-Binet Scale of Intelligence Fourth Edition (Arabization, preparation and rationing/ Louis Kamel Malika, 1998), The results showed there is no statistically significant correlation relationship between (space skill- body awareness skill – time skill) and each of the overall score of happiness scale and its sub-dimensions (happiness with self – happiness with others) of educable mentally retarded children, there is statistically significant correlation relationship at a level of significance of 0.01 between motor skill and the total score of happiness scale, there is statistically significant correlation relationship at a level of significance of 0.05 between motor skill and its dimensions (happiness with self – happiness with others) of educable mentally retarded children, there is no statistically significant differences between the mean scores of educable mentally retarded children male and female in the total score for psychomotor skills scale, there is no statistically significant differences between the mean scores of educable mentally retarded children male and female in the total score for happiness scale.