الفهرس 
مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
First: Introduction to the study:
The childhood of the important stages in the life of the individual, which extends its influence to the rest of the other stages, especially if Haunted disability and mental disability was this, and the impact of these on the child’s disability itself is limited, but extends to all members of his family.
The family is considered the first social entity in which the child is created, and the first source of care and attention and the relationship within the family on continuous interaction between the members of each affects the other and is affected by the parents are the owners of the largest share of this effect, and this is what was agreed upon many of the studies, as a study each of: (Abdel Aziz Elshakes and Zidane Alsertaui .1998; Iman Fouad reagent, 2000; Lex & Dyson 2000; Fatima Ayyad .2002; Amerai Fadlallah, 2005; Vidya, 2007)
This effect is in the majority of these families in trying to adapt and cope with these children are more prone to mental stress, anxiety and depression, and become a disability source of sadness and fear; which could affect their quality of life, and other aspects of their personalities psychological Kslapthm and intelligence emotional.
Perhaps the societal change that is going through the community now, and in which education has become an essential part of the progress of this society, and the basis of the principle of equal educational opportunities, and which contributes to the economic and social development, in which the growing interest in the disabled, and the development of services for students with mental disabilities, and move philosophy education schools of their own, which isolate from the rest of the members of the community to public schools, and the progress that the trend of many positives for children, alleviates the suffering of the parents of children with disabilities in general, and my parents of children with mental disabilities who are able to learn, in particular, affects the lives and aspects of their personality is positive, and this is what the current study seeks to know through the draw profile myself to the parents of these children, and deals with the psychological profile of parents of children with mental disabilities who are able to learn the following aspects (mental rigidity - the quality of life - emotional intelligence).
Second: The problem of the study:
The study illustrated the problem by answering the following questions:
(1) Is it different psychological profile of each of the parents of children with mental disabilities who are able to learn enrolled in schools of intellectual education and enrolled in schools overall shape of the merger?
(2) Are there differences between the mean scores of the parents of children with mental disabilities who are able to learn enrolled in schools of intellectual education and enrolled in schools of the merger on the overall quality of life scale dimensions?
(3) Are there differences between the mean scores of the parents of children with mental disabilities who are able to learn enrolled in schools of intellectual education and enrolled in comprehensive schools merger on the mental hardness scale dimensions?
(4) Are there differences between the mean scores of the parents of children with mental disabilities who are able to learn enrolled in schools of intellectual education and enrolled in schools on the comprehensive integration of emotional intelligence scale dimensions?
(5) Is the dynamic factors, psychological, social and behind the case with the highest performance and the situation with the lowest performance on the psychological profile of the parents of children with mental disabilities who are able to learn enrolled in schools overall merger differ?
Third: The importance of the study:
Shed light on the comprehensive integration system and stand on what may come out of this study of descriptive results of the profile of the psychological and the content of the strengths and weaknesses of each of the parents of children with mental disabilities enrolled in schools of intellectual education, and enrolled in schools overall integration; helping professionals guidance and development programs for each setting them; stand on if there is a benefit achieved by this system for the parents of children with mental disabilities who are able to learn.
Fourth: the limits of the study:
The results of the current study, the following limits:
(1) The study sample:
The study sample consisted of (80) father and mother’s (40) child of children with mental disabilities who are able, and those between the percentage of wits between (50-70) degrees, divided into sample the parents of children enrolled in schools overall mergers and number (40), and sample the parents of children enrolled in Intellectual schools of education and the number (40), the study was conducted during the academic year 2013/2014.
(2) Study tools:
A) The economic and social level of the family Scale (preparation Abdul Aziz person 0.2006).
B) The scale Stanford Binet fourth image. (Preparation Louis Malika 0.1994).
C) Psychological hardness scale for parents of disabled children. (Prepared by the researcher).
D) The quality of life scale for parents of disabled children. (Prepared by the researcher).
E) A measure of emotional intelligence to the parents of disabled children. (Prepared by the researcher)
F) Form a case study. (Prepared by the researcher)
(3)Study approach:
Comparative descriptive approach; the appropriateness of the nature of the study.
Fifth: The results of the study:
(1) There are significant differences at the level of significance (0.01) between the mean scores of the parents of children enrolled in schools for the mentally disabled intellectual education and parents of children enrolled in schools merger in the quality of life scale dimensions in favor of the merger sample except the religious dimension.
(2) No statistically significant differences at the level of significance (0.01) between the mean scores of the parents of children enrolled in schools for the mentally disabled intellectual education and parents of children enrolled in schools in the integration of mental hardness scale dimensions in favor of the merger sample.
(3) There are significant differences at the level of significance (0.01) between the mean scores of the parents of children enrolled in schools for the mentally disabled intellectual education and parents of children enrolled in schools merger in emotional intelligence scale dimensions for the sample after the merger, except sympathy.
(4) Different psychological profile for each of the mentally disabled who are able to learn enrolled in schools of intellectual education and parents of children enrolled in schools of the merger on the three dimensions of the study gauges the form of (quality of life, mental toughness, and emotional intelligence), and there is the overall height for the sample of the merger.
(5) The results of the case study of the case of the highest performing and lower-case performance of a sample of my father mentally handicapped children who are able to learn enrolled in schools of the merger on the variables of the study about the presence of some of the factors dynamic, social and psychological influence behind it.
Sixth: Recommendations:
In light of the outcome of the results of the current study, it can make the following recommendations:
(1) expanding interest in increasing the number of schools in the merging of government and the private sector, especially in villages and remote areas to accommodate the largest number of children with disabilities.
(2) The implementation of more seminars, workshops and training courses fathers and mothers of children enrolled in schools for the mentally disabled merger insight to the importance of the comprehensive integration of their children and make them aware of their role in the success of the merger process itself.
(3) To activate the role of the media, especially in educating the parents of the benefits of the merger and the importance for them and their child is disabled.
(4) Teacher training school integration in general and specialists resource rooms in particular on how to communicate with the families of children with disabilities and how Togerm and provide them with the necessary information.
Seventh: The proposed research:
In light of the outcome of the results of the current study, it can offer a range of proposed research and studies as follows:
(1) A study of the effectiveness of the overall system integration to the parents of children with mental disabilities who are able to learn in light of some of the demographic variables.
(2) The effectiveness of a pilot program for parents of children with mental disabilities who are able to learn about how to care for a disabled child in the merger environment.
(3) Implementation of further extension and development programs to improve the level of mental toughness and emotional intelligence, and quality of life of children and parents of mentally disabled who are able to learn enrolled in schools of intellectual education.
(4) The psychological profile of children with mental disabilities who are able to learn the built-in light of the level of mental toughness to their mothers.