الفهرس 
الفصل الأول: مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Mental disability is more severe than other disabilities. The higher the degree of disability, the greater the impediments to adjustment and social integration and the resulting negative effects. The human and material losses must be reduced by providing educational, educational, social and health services, And if they have a few intelligence and different mental abilities that distinguish them from the rest of the creatures, they are people with the right to life. If he suffers from a lack of mental ability, ”intelligence”, this can not be treated in the medical sense, but from a pedagogic point of view it is doubtful For his behavior, and training on particular types of work fit their abilities and can succeed where, because success in life does not depend on intelligence, but only depends on the capabilities of different social skills and help him to social coexistence.
Often, educators feel that children with disabilities are unable to learn in the regular classes because of their limited functional and social skills, as well as their reliance on others for help.
Therefore, when dealing with them, it is preferable to take into account their characteristics. They have many problems in adaptive behavior skills that lead to isolation and lack of integration into the community. Therefore, they need a lot of effort to help them adapt to the demands of daily life around them.
Adaptive behavior is one of the basic criteria upon which to judge the existence of mental disability. If a child can not meet the levels of personal and professional independence that is compatible with his or her age and culture, as well as other criteria, he is classified as mentally disabled. The concept of adaptive behavior is evidenced by the extent to which a child adapts to maturity levels, learning, social harmony and professional compatibility.
Adaptive behavior assessment is based on how individuals can easily work and maintain themselves independently, and how they easily face the social and personal demands imposed on them through their environment and culture.
It is necessary to be able to be familiar with others and to behave well in critical social situations, which appear in the reactions and performance of the individual in social situations. This is achieved through the development of useful characteristics and behavioral patterns that help him to deal, co-exist and co-exist with others. In order to learn about the development of social competence among people with mental disabilities, their social cognitive abilities must be examined and their cognitive ability should be focused on their social world. Social competence is therefore one of the most logical and scientific concepts in Head mental retardation, lack of social efficiency is a main indicator, which draws the attention of Mahtekin in schools to mentally disabled, especially those with mental disabilities who are able to learn are transferred to special education services.
Most of the children with mental disabilities, who are able to learn, suffer from a lack of quality of life, affected by everything that is affected by the society and with all that is related to its life, in addition to the problems of this stage itself and its challenges on the one hand, and the nature of this age stage on the other hand, Third, it was natural that he would not be delivered by these problems that hampered his quality of life. Can we imagine how the quality of life of these children in light of this momentum of problems that stumble in their way ?!
The low level of adaptive behavior and quality of life of mentally disabled children with learning disabilities is also associated with many ethical problems such as anxiety, resentment, anger for the most trivial reasons, obesity, and nervousness. The child may neglect or neglect his or her life duties, which greatly affects his or her personality.
Studies and research have been concerned with the study of adaptive behavior and quality, the desire to reach the factors that can achieve the mentally disabled child happiness, satisfaction and psychological tranquility.
Problem of the study:
You can formulate the problem of the present research on the following questions:
1) Are there differences between the mean and post-measurement levels in the adaptive behavior of both the experimental and control groups?
2) Are there any differences between the mean and the tribal measurement levels in the adaptive behavior of the experimental group?
3) Are there differences between the mean grade levels of the experimental group in the adaptive behavior in both the post-sequential measurements?
4) Are there differences between the middle of the post-measurement levels in the quality of life of both the experimental and control groups?
5) Are there differences between the middle and upper grades in the quality of life of the experimental group?
6) Are there differences between the average grade of the experimental group scores in quality of life in both the follow-up measures?
Objectives of the study:
The present study aims at improving the adaptive behavior and quality of life of children with mental disabilities in a class that can be learned through a guiding program based on Ellis theory.
The importance of the study:
The importance of the present study:
1. It addresses the adaptive behavior and quality of life of mentally disabled children who are able to learn.
2. the lack of previous studies that dealt with the adaptive behavior and quality of life of mentally handicapped who can learn within the limits of the researcher’s knowledge.
3. The need to provide training programs specifically designed for mentally disabled children who can learn.
4. Through the results of the present study, families and workers in the field of education in general and persons with mental disabilities in particular can benefit.
Hypotheses of the study:
1) There were statistically significant differences between the mean scores of the experimental and control groups in the adaptive behavior measure after the program was applied to the experimental group.
2) There are statistically significant differences between the mean scores of the measures of tribal and non-standard measures in the measure of adaptive behavior among the experimental group members in favor of the dimension measurement.
3) There were no statistically significant differences between the mean scores of the distance and the follow-up measurements in the adaptive behavior measure of the experimental group.
4) There are statistically significant differences between the average grade levels of the experimental and control groups in the Quality of Life Standard after applying the program to the experimental group.
5) There are statistically significant differences between the mean scores of the tribal and nonstandard measurements in the standard of life of the experimental group for the benefit of the dimension measurement.
6) There were no statistically significant differences between the mean and follow-up levels in the experimental group.
The limits of the study:
The current study is determined by the sample, tools, and statistical processing methods used to validate the hypotheses, as follows:
Study Sample:
The sample of the study consisted of (20) children with mental disabilities who can learn between the ages of (9-12) years were divided into experimental group and control:
1- The first experimental group consisted of (10) children.
2- The second control group consisted of (10) children.
Study Tools:
1) The Measure of Intelligence for Stephanford Bennett Fifth Image (codification: Mahmoud Abu El Nil, 2011).
2) Adaptive Behavior Scale (researcher’s preparation).
3) Quality of life measure (researcher preparation).
4) Ellis-based guidance program (researcher preparation).
Statistical methods used in the study:
1- Calculate the mean and the standard deviation.
2- Man-Tini test for the non-parametric statistical indication of unconnected data.
3- Wilcoxon test for the non-parametric statistical significance of the associated data.
4- the correlation coefficient of the prson.
Results of the study:
The current study found the following results: -
1) There were statistically significant differences between the mean scores of the experimental and control groups in the adaptive behavior measure after the program was applied to the experimental group.
2) There are statistically significant differences between the mean scores of the measures of tribal and non-standard measures in the measure of adaptive behavior among the experimental group members in favor of the dimension measurement.
3) There were no statistically significant differences between the mean scores of the distance and the follow-up measurements in the adaptive behavior measure of the experimental group.
4) There are statistically significant differences between the average grade levels of the experimental and control groups in the Quality of Life Standard after applying the program to the experimental group.
5) There are statistically significant differences between the mean scores of the tribal and nonstandard measurements in the standard of life of the experimental group for the benefit of the dimension measurement.
6) There were no statistically significant differences between the mean and follow-up levels in the experimental group.