The problems that face merging classes of primary schools’ stage and their relationships with behavior skills for special mental abilities

Document Type : Original research articles

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1 Department of Home and Institutions Management, Faculty of Home Economics, Menoufia University, Shibin El Kom, Egypt

2 Department of Home Management and Institutions, Faculty of Home Economics, Menoufia University, Menoufia, Egypt

Abstract

The research aims to study the problems crossing nurture classes,  whether psychological, sociological, or academic primary education, facing students with mental special needs it also focuses on their natural counterparts and their relationship with the characteristics of mental special needs counterparts and their natural counterparts. Also, specifying the standard of behavioral skills.، Social communication, vigilance, concentration, and self-care that children with special needs might facilitate as study tools. Two questionnaires ، one to evaluate problems facing kids of mental special needs attached to nurture classes and natural kids attached to those classes. Evaluates behavioral skills for the kids with mental special needs. The tools were applied to a specimen، of 100 kids with mental special needs enrolled in nurture classes in the stage of primary education and 100 natural kids enrolled in the same class. They were chosen randomly from the lists of primary education schools (elementary and preparatory) in the Al Menoufia governorate and from various economic and social levels. The appropriate statistical styles have been used through the program SPSS 21, resulting in the following results: There is a correlation functioning statistically between the problems of mental special needs kids attached to nurture classes in the stage of primary education (psychological, sociological, academic), and the problem as a whole.

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