الفهرس 
الفصل الأول- مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
First: Introduction to the study:
Mental disability is a multidimensional problem, as its effects are not limited to children with intellectual disabilities, but rather extend to the family and society. These children are characterized by a number of decisive and motor characteristics, mental cognitive, linguistic, emotional, social, academic.
Verbal communication deficiency is one of the important problems in children with mild intellectual disability; where it affects their communication within the family and society. The modeling strategy is one of the important approaches or strategies that are used with children with mental disabilities to improve the communication of the child, so that they can achieve an appropriate amount of compatibility with their normal peers and adapting to the community.
Second: The problem of the study:
The problem of the study can be identified in the following main question: What is the effectiveness of a training program based on the weaving strategy in improving the level of verbal communication among students with mild mental disabilities?
Third: Objective of the study:
The main objective of the current study is to verify the effectiveness of the training program based on the strategy of modeling in improving verbal communication among students with mild mental disabilities.
Fourth: The importance of the study:
The importance of the current study is illustrated by the following points:
1 - Theoretical importance
It is represented in increasing the credit of information and facts about children with simple mental disabilities, whether in the process of identifying them or providing them with appropriate services and the used techniques. This study expresses that scientific research needs to do interventional studies to reduce the problems of communication disorders through training programmes for the category of mild mental disabilities to enhance their verbal communication.
2-Practical importance:
It is presented in preparing an educational programme based on the grant strategy to improve verbal communication for people with simple practical disabilities, and providing a measure of verbal communication for people with mild mental disabilities. The study was for teachers of private education
schools of intellectual education to benefit from the modeling strategy in improving the level of verbal communication among students with simple mental disabilities, this study opens the door to other future studies, especially in the field of speech rehabilitation for students with moderate mental disabilities
Fifth: The study Sample
After applying the pre-test, (16) students were identified, whose ages ranged between (9-12) years, with an average age of (10.63) scientists and a standard deviation of (1042), divided equally into a control group (8), whose students were an experimental group (8). 8) Students of the mentally handicapped who are able to be taught, whose shop coefficients range between (70:55) on the Stanford Scale, the structure of the fifth picture.
Sixth: Study Curriculum
The researcher used the experimental method in the quasi-experimental design, using two groups: an experimental group and a control group. This design includes applying the pre-test to the two groups before they are exposed to the program, and then the program is applied to the experimental group, then the treatment process is completed, and after a while, the progressive test is applied, and the comparison is made between the pre-test and the post-selection of the experimental group, and calculating the significance of the differences between the two applications.
Seventh: Determinants of the study:
The results of the current study spoke to the students of simple mental disability who participated in the exploratory study at the Joint Intellectual Education School in Assiut Governorate, which amounted to (80) male and female students; To reduce the study tools, and the participants in the therapeutic study group amounted to (16) students, their ages ranged between (9-12) years, with average intelligence (75.64), standard deviation and (5,633), the study tools were represented in the Stanford Sneh Scale. The fifth image of intelligence is codification / Mahmoud Abu El-Nile, 2011), with the statistical methods that were used to verify the efficiency of the sockets, to test the validity of the hypotheses, and to draw conclusions.
Eighth: Study Tools:
1. Stanford Pele for Intelligence: The Fifth Picture (Taqneen Mahmoud Abu Al-Lail, 2011).
2. Verbal communication assessment scale for people with mild mental disabilities: (research preparation).
3. The training program which is based on the armed strategy in improving verbal communication among the disabled mentally who are able to be taught: (Prepared by the researcher).
Ninth: The statistical methods used in the study:
To verify the efficiency of the psychometric study tool, and the validity of the hypotheses, the researcher used number of statistic methods as follows:
1. Mann-Whitney (U) test as one of the non-parametric methods for small groups.
2. The Wilcoxon Signed Ranks Test for linked pairs as a barbaric method, which is suitable for small-sized groups.
3. Pearson’s correlation coefficient, the calculation, the internal validity of the scale.
4. formative honesty.
5. E Exploratory Factor Analysis
6. E Exploratory Factor Analysis 1 Cronback’s alpha equation and test re-application Calculation Scale stability
Tenth: Study results:
1. There is a statistically significant difference between the mean scores of the control group and the experimental group in the two dead and post measurements on the scale of estimating the level of verbal communication among the mentally handicapped students who are able to be taught in the direction of the experimental group, which indicates the fulfillment of the first hypothesis?
2. There is a statistically significant difference between the mean scores of the experimental group in the pre and post measurements on the scale of estimating the level of verbal communication among learners with mental disabilities who are able to teach, in the direction of the post measurement, which indicates that the second hypothesis was achieved.
3. There is no positively significant difference in the mean scores of the group in the post- and progressive on the scale of estimating the level of verbal communication among the mentally handicapped students who are able to be taught, which indicates the verification of the third hypothesis.