الاتجاه نحو التعاون والتنافس والفردية وعلاقته بتقدير الذات لدى طلاب كلية التربية

Research Abstract

Summary in English Introduction At the last few years, there are a great effort in the field of mental retardation to develop the ability, knowledge and the skill of the individuals with mental retardation. We Can notice this care through meetings, conferences, researches and studies which are held about mental retardation. Although the above, we find that many researches and studies have concerned only about the independence of the individuals with mental retardation, but we need also to interdependence because it represents the basis of social relations. (Kennedy ch. 2001) Said that it is not good to concern only on independence as a mechanism to increase the social outcomes and he suggests that the researchers should confirm on interdependence. If we want the success in the therapy programs for mental retardation in the social field, we have to concern on interdependence programs. From the previous, we notice that the importance of acquiring the interdependence to individuals with mental retardation and trying to know the best strategies that can help the individual with mental retardation. Pictorial Activity Schedules is one of the best strategies that enable the children with mental retardation to learn specific skills that can help them to do well in their society as (Adel Abd Allah, 2002) said. There are studies that indicated the effectiveness of Pictorial Activity Schedules to reduce the aggressive behavior of mental retardation and also it helps them to learn some of social activities in the daily life. The problem of the research In the light of the aforementioned, the problem of the present research can be summed up in the following questions:- 1. Are there any statistical differences between control group and experimental group After applying the interdependence scale? 2. Are there any statistical differences between the average of degrees of the experimental group before and after applying interdependence scale? 3. Are there any statistical differences between the average of degrees of the experimental group in post-test and Follow-up? The aim of the research The aim of the present research is to a present a trained program to mental retardation children using Pictorial Activity Schedules strategy in order to know its effectiveness in developing their interdependence skill in addition to know their attitude towards using Pictorial activity schedules. The importance of the research  Presenting a program to develop the interdependence skill to individuals with mental retardation in order to prepare them to deal better with the society.  Giving the light to the people who work with the individuals with mental retardation to the importance of the interdependence.  Giving the light to the people who work with the mentally retarded children to the pictorial activity schedules as a new technique that can be a good tool for this group of children.  Presenting A Scale of Interdependence Skill to Mentally Retarded Children. Hypotheses of the research 1. There are statistically significant difference between the experimental group and control group After applying the interdependence scale. 2. There are statistically significant differences between the average of degrees of the experimental group before and after applying interdependence scale. 3. there Are not statistical significant differences between the average of degrees of the experimental group in post-test and Follow-up. Instrument of the research  Stanford and Binet scale for intelligence (fourth pictures). Translated by Lowis Melica (1998).  Cultural, economical, and social level scale for the Egyptian family prepared by Mohamed Khaleil (2000).  Interdependence scale prepared by the researcher.  The program prepared by the researcher. The steps of the research  Choosing the members of the group with wild mentally retarded children from intellectual school in Beni Suef governate  Matching the experimental and control groups.  Preparing  Trained program.  Interdependence scale.  applying interdependence scale on the both experimental and control group.  Applying the trained program on the experimental group.  Reapplying the interdependence scale on the both experimental group and control group after applying the trained program.  Reapplying the interdependence scale on the experimental group after applying the post-test about a month .  Making the statistical treatment and reaching to the findings and discuss and explain them. Limitations of The Study: A- Sample: Sample of the study has (12) mentally retarded children who are educable divided into two matched groups: 1- The Experimental group (6) educable mentally retarded children, Who Received a training program. 2- The control group (6) educable mentally retarded children, Who don't Received a training program. The two groups are matched on the variables of age, intelligence, Cultural, economical, and social level, and interdependence scale. B- Place: The training program is applied on the intellectual educational school at El-fashin – Beni-suef. C- Time: The training program is applied in two months in the first term of 2007/2008 year. Research findings: The present research indicated the following finding: 1. There are statistically significant difference between the experimental group and control group After applying the interdependence scale. 2. There are statistically significant differences between the average of degrees of the experimental group before and after applying interdependence scale. 3. there Are not statistical significant differences between the average of degrees of the experimental group in post-test and Follow-up.

Research Keywords

الاتجاه نحو التعاون والتنافس والفردية وعلاقته بتقدير الذات لدى طلاب كلية التربية