الفهرس 
مدخـــــل إلى الدراســـةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
During the end of the 20th century, psychological and educational research witnessed important changes in the process of learning, and education at that stage was no longer directed at ordinary students, but also led to the education of special abilities. This was evidenced by the application of integration in elementary schools and those with learning disabilities. They need to take care of them within the field of education to begin first by preparing them psychologically and socially and then start the next stage is the educational setting to reduce the problems of reading and writing among those with learning difficulties and therefore the use of new strategies and variety facilitate the Learners with learning disabilities and teachers overcome the difficulties they encounter
This is what prompted the researcher to adopt and choose the strategies of the habits of the mind which represent the habits of other people, but to different degrees and percentages for the development of language skills (reading - writing and their impact on self - confidence) in the learning difficulties as these strategies contribute to new educational behaviors that help to reduce The problem of reading and writing among students with learning difficulties
Problem of study:
The problem of this study is determined by answering the following main question:
How effective is a training program based on the habits of the mind in the development of language skills and its impact on self-confidence among primary school students with learning disabilities?
In light of the above, the researcher felt the problem that is evident in the following questions.
Is there a difference between the mean and the pre-test of the experimental group in the Literature?
Is there a difference between the average distance and the follow-up of the experimental group in the Literature?
Is there a difference between the mean and the pre-test of the experimental group in the Linguistic Skills Scale for Post-Learning Learners?
Is there a difference between the average distance and the follow-up of the experimental group in the language skills scale for post-writing for learning disabilities?
Is there a difference between the mean and the sub-measure of the experimental group in the self-confidence measure for those with learning disabilities?
Is there a difference between the average distance and the follow-up of the experimental group in the self-confidence scale for those with learning difficulties?
Objectives of Study:
A general goal: The present study aims to verify the effectiveness of a training program based on the habits of the mind in the development of language skills and its impact on self-confidence among students with learning disabilities.
Objectives of the current sub-study:
1-Objectives for pupils with learning difficulties.
Working to alleviate academic obstacles and problems ”reading-writing” facing students with learning disabilities.
Work to develop the skills and abilities of students with learning disabilities that fit the mental age of students
Work on developing the habits of the mind of students and how to use them in the framework of their lives.
Develop self-confidence for pupils with learning disabilities*
2-Special objectives for teachers
The removal of psychological barriers for teachers towards students with learning disabilities
Work to help teachers to accept pupils with learning disabilities*
Help teachers to recognize the existence of diverse and different sources of communication with students with learning disabilities.
Importance of study:
The importance of this study lies in the importance of the subject addressed by the present study
”To verify the effectiveness of the training program based on the habits of the mind to develop language skills for people with learning difficulties and their impact on self-confidence among students with learning disabilities” This is determined by two important aspect
1-Theoretical importance
This study highlights the problems faced by students with learning difficulties. These problems are confined to the academic problems of reading, writing, language skills, emotional problems and limited to ”self-confidence.” This leads to incompatibility between ordinary students and pupils with learning disabilities, In spite of the diversity of the scientific research movement and the use of the semi-empirical approach in the field of learning difficulties in Western societies, research and studies in Arab societies are rare in addressing this area psychologically for students and how to solve the problem of learning difficulties. Therefore, this study may contribute to increasing the balance of information and facts available learning difficulties and habits of mind habits
2-Practical importance
The importance of this study is determined by providing a scientific and practical vision in the field of training program for learning difficulties, which is based on strengthening the weak points of students with learning difficulties and based on strengthening them using relatively new strategies not previously used with learning difficulties to develop language skills. Learning difficulties Therefore, this is not the end of the training program, because the program will extend its effect in the coming years, God willing, to those who will find these difficulties and also reduce the emergence of those problems in the students at the beginning.
Study Methodology:
In this study, the researcher followed the Quasi Experimental Method of Pre-Test Posttest Design (Fraenkel & Wallen 1993), which attempted to verify the effectiveness of an existing training program in the strategies of the habits of the mind:
Special pupils with learning disabilities to develop some language skills.
For students with learning disabilities to increase their self-confidence.
Study variables can be defined as follows:
Independent Variable: A program based on the habits of the mind.
Dependent Variables: Include: Language skills - Learning difficulties Self-confidence.
Study of Sample:
The sample was selected from the community of fourth grade students through the following steps:
*Study sample selection of males and females
In cooperation with the specialists and teachers and to see the school cards for pupils will be excluded from each student suffering from obvious disabilities in sight, hearing or motor activity
*The sample was selected at Othman bin Affan Primary School, one of the schools of integration in Minya Governorate. The sample is from 28 students divided into 14 trainees and 14 female officers whe Theage of Time (9-10) and The average intelligence eate between (90-109) and The mentalage between The average between (7-8,5).
Study Tools:
A survey of the most appropriate habits of mind suitable for students with learning disabilities.
Application of IQ test The fifth image of ”Stenford Structure” to choose the average IQ ”application researcher”
Neurolegy Survey Fast Survey Translation and Standardization of Abdel Wahab Mohamed Kamel 2001 ”Application of the researcher”
Language skills scale for students with learning difficulties for primary stage (preparation of the researcher).
Preparation of a self-confidence scale for students with learning difficulties for the primary stage (preparation of the researcher).
Preparation of a training program based on strategies of habits of mind (preparation researcher).
Statistical Methods:
The computer was used by the packages ”spss” through the following processors Statistical Description Medion in Termedidate Standard Deviation Torsion factor Correlation Coefficients in The Calculution of honesty in The Culcutation of Stability in The Computation of The probabilitie Test of the differences T.test Ratio of chage .
Test the strength of the effect and the rate of change
The results of the study reached:
There are statistically significant differences between the pre and posttest of the experimental group in the level of language skills in reading after learning disabilities.
There are statistically significant differences between the post-measurement and follow-up of the experimental group in the Linguistic Skills Scale after reading for people with learning disabilities.
There are statistically significant differences between the pre and post test of the experimental group in the language skills scale in post-writing for people with learning disabilities.
There are statistically significant differences between the dimension and follow-up of the experimental group in the language skill level in post-writing for people with learning difficulties.
There are statistically significant differences between the pre-test and post-test group of the self-confidence measure for people with learning difficulties.
There are statistically significant differences between the post-measurement and follow-up of the experimental group in the self-confidence scale for those with learning difficulties.
Percentage of change There is a change in the program between the measurement of tribal and the sample of the search and ranged between (0.71%, 5.12%) of the control group, and (31.57%, 57.12%) of the experimental group, indicating the superiority of the experimental group through the program designed in All search variables.