الفهرس 
الفصل الأول مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The World Health Organization indicates that intellectual disability is a state of halting or complete development of the mind, which is characterized in particular by a deficiency in the skills that appear during the stages of development, and that contribute to the general level of intelligence, that is, cognitive, linguistic, social, educational capabilities. Deficiencies in adaptive and healthy behavior, however, in socially protected environments, this deficiency may not be apparent, as support and assistance are available for them (World Health Organization, 2003, 54).
Children with intellectual disabilities often suffer from problems in cognition, information processing, attention, learning and skills Thinking and problem solving (Henry& Carney, 2011), in addition to that these children suffer from deficiencies in sensorimotor functions, and visual-motor skills (Hogan & Rogers, 2000, 8), which leads to inconsistency in visual perception with hand movements and this What is known as deficiencies in visual-motor integration, knowledge of objects and images, and visual discrimination are among the difficulties experienced by children with intellectual disabilities, which are mainly represented in problems in Recognition of Spatial Visual Relationships, and This process includes realizing the situation in space, and assembling the parts as a whole, and this leads to disturbances in the visual motor ability, which is the ability to process spatial relationships, and to treat disorders of visual motor coordination, such as drawing and producing what has been known and perceived, and this is what is known as visual motor integration (Mohamrd Ali, 2005, 41).
Some studies and research (Mostafa, 2016) indicate that there is a relationship between visual-motor integration and cognitive processes such as attention, perception, planning, academic achievement, intelligence and memory. When improving visual-motor integration among children with intellectual disabilities, it results in reducing visual memory disturbance, which is what the current study seeks. Memory is necessary to retrieve what has been learned, so when memory suffers from a weakness or disorder, this will be reflected in performance and behavior, as memory is one of the most important topics in psychology that raises many questions and has implications and consequences for our scientific, practical and personal life (Saad Abd al-Matlib, 2003).
Study problem
According to the above, study problem can be determined in The following main question:
What is the effectiveness of a training program in improving visual-motor integration and its impact on reducing visual memory disorder in children with mild intellectual disabilities?
A number of sub-questions are derived from this question, as follows:
1. Are there statistically significant differences between the experimental and control groups in the post measurement of visual-motor integration?
2. Are there statistically significant differences between the pre and post measurements of visual-motor integration for the experimental group?
3. Are there statistically significant differences between the post and track measurements of the visual-kinetic integration of the experimental group?
4. Are there statistically significant differences between the experimental and control groups in the post-measurement of visual memory?
5. Are there statistically significant differences between the pre and post measurements of visual memory for the experimental group?
6. Are there statistically significant differences between the post and track measurements of visual memory for the experimental group?
Study Aims:
The objectives of this study are summarized as follows:
1. To identify the effectiveness of a training program based on sensory-motor activities in improving visual-motor integration and its impact on reducing visual memory disorder in children with mild intellectual disabilities.
2. Revealing the extent of the continuity of the effectiveness of the training program in improving visual-motor integration and its impact on reducing Egyptian memory disorder among children with mild intellectual disabilities.
Study significance:
The significance of the study can be divided into two parts: the first relates to the theoretical significance, and the other relates to the practical significance, as follows:
A) Theoretical significance:
1. Enriching research literature in the field of mental health with topics on visual-motor integration and visual memory disorder in children with mild intellectual disabilities.
2. Providing the Arab Library with a study aimed at building a training program in improving visual-motor integration and its impact on reducing visual memory disorder among children with mild intellectual disabilities.
3. This study contributes to informing parents and those interested in caring for children with intellectual disabilities and parents how to improve visual-motor integration and the consequent reduction of visual memory disorder.
B) Practical significance:
1. Providing a training program based on sensory-motor activities in improving visual-motor integration, whether for children with intellectual disabilities or other special education categories or ordinary people.
2. Providing the Arab library with a visual-motor integration scale, a visual memory scale, and a training program based on sensorimotor activities for children with mild intellectual disabilities.
3. The possibility of using this training program if its validity and feasibility are proven for many research and applied purposes on similar samples.
4. This study benefits rehabilitation institutions for children with intellectual disabilities and specialists in designing and developing plans, programs and strategies necessary to improve visual-motor integration.
Study hypotheses:
In light of previous studies and research, the study hypotheses can be formulated as follows:
1. There are statistically significant differences between the mean scores of the experimental and control groups in the visual-motor integration scale after applying the program in favor of the experimental group.
2. There are statistically significant differences between the mean scores of the pre and post measurements in the visual-motor integration scale in favor of the post-measurement of the experimental group.
3. There are no statistically significant differences between the mean scores of the post and track measurements in the visual-motor integration scale of the experimental group.
4. There are statistically significant differences between the mean scores of the experimental and control groups in the visual memory scale after applying the program in favor of the experimental group.
5. There are statistically significant differences between the mean scores of the pre and post measurements in the visual memory scale in favor of the post measurement for the experimental group.
6. There are no statistically significant differences between the mean scores of the post and track measurements in the visual memory scale of the experimental group.
Study Methodology:
The current study is based on the Semi-experimental Approach, appropriate to its nature and objectives.
Study sample:
The main sample consisted of (21) children with mild intellectual disabilities at the Madinah Center for Speech and Skills Development at Atfieh Center, and (5) children were excluded because some were permanently absent and some obtained high scores in the visual-motor integration scale, and from here the sample proceeded It consisted of (16) children, including (8) females and (8) males, and their ages ranged from (6-12) years, with an average age of (9.79) years, and a standard deviation (2.05), and they were divided into two groups: a control group Consists of (8 children) and an experimental group consisting of (8 children), including (4 females and 1 male), and their IQ ranges between (50-70) on the Stanford Binet IQ scale, the fifth picture.
Study Tools:
In achieving its objectives, the study relied on the following tools:
(1) the visual-motor integration scale (prepared/ Beery, Arabization and Codification/ the researcher).
(2) the visual memory scale (prepared/ the researcher).
(3) the training program (prepared/ the researcher).
Study Determinants:
The current study is determined by the following determinants:
1- Spatial determinants:
The study tools were applied to a sample of children with mild intellectual disabilities at the Madinah Center for Communication and Skills Development at Atfih Center.
2- Time determinants:
The study’s scales were applied: the visual-motor integration scale (prepared by: Beery, Arabization: the researcher 2015), and the visual memory disorder scale (prepared by the researcher) on the exploratory sample, and the scometric efficiency of them was calculated during the time period from (10/2020). /11) to (5/11/2020) about a month, then it was applied These measures as a pre-measurement on the basic sample during the time period from (8/11/2020) to (16/11/2020) about two weeks, then the training program was applied during the time period from (22/11/2020) to (25/3/2020) about (4) months, then these study measures were applied as a post-measurement on the experimental and control groups during the time period from (28/3/2021) to (8/4/2021) about two weeks, and finally the study measures were applied as a follow-up measure on the experimental group during the time period from (20/5/2021) to (27/5/2021) about a week.
3- Methodological determinants:
The current study is based on the quasi-experimental approach; suitability to its nature and objectives.
Statistical methods:
Statistical processing of the obtained data was carried out using appropriate parametric statistical methods to test the validity of the study hypotheses; As it is the most appropriate for the nature of the study and the size of the sample, these methods were represented in the following statistical methods:
• the Mann-Whitney test and the Z-value to test the differences for two independent samples, and the equivalence between the experimental and control groups.
• The Wilcoxon test to test the significance of the differences for two related samples, and the hypothesis validity test.
• Correlation coefficient, averages Arithmetic, standard deviations.
and all statistical treatments were carried out using the statistical program (SPSS).
Study Results:
The results resulted in the presence of statistically significant differences between the mean scores of the experimental and control groups in the visual-motor integration scale after applying the program in favor of the experimental group, and the presence of statistically significant differences between the mean scores of the pre and post measurements in the visual-motor integration scale for the experimental group in favor of the post-measurement, and there were no statistically significant differences between the mean scores of the post and track measurements in the visual-motor integration scale of the experimental group, and also the presence of statistically significant differences between the mean scores of the experimental and control groups in the visual memory scale after applying the program in favor of the experimental group, and the presence of Statistically significant differences between the mean scores of the pre and post measurements in the visual memory scale for the experimental group, and there were no statistically significant differences between the mean scores of the post and track measurements in the visual memory scale of the experimental group.
The results of the study were discussed and interpreted in light of the theoretical framework, studies and research related to the subject of the study, and a set of recommendations and proposed research were presented.