الفهرس 
برنامج لتنمية التنظيم الذاتي للانفعالات وأثره في خفض اضطراب اللغة البراجماتية لدي الأطفال ذوي الإعاقة العقلية البسيطة
مستخلصيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Intellectual disability is one of the phenomena that do not recognize social boundaries, to which all families can be exposed at various economic, social and cultural levels alike. Intellectual disability often imposes on him special restrictions that affect their emotional and language skills, and it also leads to reactions and responses in others that may be difficult to distinguish between its effects and the effects of disability on development.
Self-regulation of emotions is one of the important research fields and a key element in emotional and social development, and it is the child’s way of recognizing his attitudes towards others and towards himself and reflects his ability to control emotions and control impulses, and modify thoughts, feelings and desires in order to achieve goals consistent with the environment, the situation and individuals (Conway , 2009, 16).
The self-regulation of emotions in children with Intellectual disabilities is characterized by deficiency and obvious deterioration in communication skills and general adaptive abilities, one of the manifestations of which is their inability to self-regulate basic emotions (joy).
The self-regulation of emotions is the ability of individuals to recognize their feelings, manage themselves, communicate their feelings to others, self-respond to the emotions of others, respect their rights, control personal feelings, and how to resolve conflicts and express their feelings, experiences and emotions towards others in an appropriate manner (Ibrahim Zuraiqan, 2012, 52).
these children are unable to understand the verbal language of emotions emanating from others, which in turn leads to their isolation and difficulty in integrating them easily and easily with those around them, and this may cause the emergence of language disorders for them such as pragmatic language disorder (Wray, 2011 , 79).
The pragmatic difficulties of children with Mild Intellectual disabilities are represented in the literal understanding of language, the difficulties in understanding gestures, body language and strange interpretations of emotions, and the difficulty in understanding jokes. Talking and social proactivity, as well as the use of socially inappropriate comments in different situations (Philofsky, 2007, 369).
It is clear from the above the importance of self-regulation of emotions as a new approach to help the child with Mild Intellectual disabilities to self-regulate his emotions by controlling the intensity and persistence of this emotion to a decrease in its intensity and the extent of its continuity of arousal. In children with mild intellectual disability.