الفهرس 
مدخل الى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Intellectual disability is one of the most common disabilities among children. It reflects deficits in mental abilities where IQ comes at least two standard deviations behind means, and at least two adaptive behavior skills are of deficit in concomitant with such a developmental case which means that it should happen throughout the developmental period. Sensori- motor skills in children with intellectual disabilities, like all other developmental domains, are negatively affected by such a case. We could help those children enhance their skills if we used behavior intervention programs. Computer was used in educating and rehabilitating those children throughout the last three decades, and therefore, computer- assisted instruction CAI has become a common strategy in this field where it could be used to modify their behavior. Hence, it has become a common behavior modification strategy where it helps them acquire and enhance various skills including sensori- motor ones whether gross or fine skills.
Literature
Mohammed (2004) sees that intellectual disability is a multi- faceted problem where medical, biological, educational, social, and legal and law sides are interrelated. Children with intellectual disabilities are in need of enjoying physical exercises or activities and recreation to help them acquire and enhance social behavior manifestations. El- Qureity (1996) reported that sensori- motor skills of those children are always of deficit. This deficit reflects some sort of maladaptation where they face a common problem in recreation. Hallahan and Kauffman (2007) saw that they found enjoyment in screen generally and computer screen especially. CAI has become important for such a reason, and because of being an interactive way of learning where the child responds effectively to what he sees on screen. CAI is a multimedia way, it has seven formats i.e. presentations, drill- and- practice, computer games, tutorials, simulations, discovery, and problem solving. All these seven formats could help the teacher or specialist achieve his goals.
Hallahan et al. (2005) see that CAI helps to create individuation in training, education, and rehabilitation as it works according to child needs, additional materials needed, potentials, and ratio of learning in order to satisfy his needs. It is predicted that CAI could lead to more learning, and this leads to behavior modification. Hence, sensori- motor skills whether gross or fine ones could be acquired, and enhanced through using CAI in children with intellectual disabilities.
Results of the studies revealed mixed findings when comparing CAI with traditional way of teaching and learning which we call teacher- directed instruction. Some studies revealed that CAI is better, whereas other studies did not reveal these results as they showed that traditional way is better. Such a strategy was not used much in Arabic studies whether conducted on normal or children with disabilities.
Study Question: The present study tries to answer a main question i.e. ”Is the CAI program used in the study effective on enhancing the intended sensori- motor skills in children with intellectual disabilities?”.
Aims: The present study aims at enhancing some intended sensori- motor skills in children with intellectual disabilities through developing and administering a CAI intervention program, and examining the effectiveness of such a program on achieving its aim. It also tries to examine the transfer of its effect throughout the follow- up period.
Determinants of the study: The present study will be determined by the participants (N=14) from elementary stage taken from the school for intellectual education in Zagazig. They were divided into two equal and matched groups; one is experimental where the other is control, and the experimental method will be used. It will determined by the scales and the CAI program that will be administered, and the suitable statistical methods that will be used to get the results. It will be conducted throughout the academic year 2015/ 2016.
Methodology
Hypotheses: Four hypotheses will be formulated as follows;
1. There are statistically significant differences between mean of mark ranks for experimental and control groups in post test of intended sensori- motor skills in favor of experimental group.
2. There are statistically significant differences between mean of mark ranks for experimental group in pre and post tests of intended sensori- motor skills in favor of the post one.
3. There are no statistically significant differences between mean of mark ranks for control group in pre and post tests of intended sensori- motor skills.
4. There are no statistically significant differences between mean of mark ranks for experimental group in post test and follow- up of intended sensori- motor skills.
Method: Experimental method will be used where CAI program is an independent variable where sensori- motor skills is a dependent one. The experimental design of two groups i.e. experimental and control in addition to the single group will be used.
Participants: Participants consists of 10 elementary stage children with intellectual disability from the school for intellectual education in Zagazig, Sharkia. They will be divided into two equal and matched groups; one is experimental and the other is control.
Instruments: Stanford- Binet intelligence test, IV will be used to determine IQ for all participants to be sure that all of them are educable. Scale for sensori- motor skills for children will also be developed by the author, and will be used to determine the level of those skills, and to evaluate the progress and enhancement that might happen due to the CAI program used to help them enhance such a level. Psychometric characteristics of the scale i.e. variability, internal consistency, and validity will be calculated to make sure that the scale can be used.
Also a CAI program will be developed by the author. It will consist of three stages with three formats i.e. presentations, drill- and- practice, and computer games having 60 sessions as follows;
1- Preliminary stage; It is a five session stage aiming at acquaintance, familiarity, and preparing children for training.
2- Training stage; It is a fifty session training stage using three CAI formats i.e. presentations, drill- and- practice, and computer games.
3- Retraining stage; It is a five session stage aiming at retraining so as to ensure the transfer of program effect throughout the follow- up period and not having a decline after the end of the program.
Procedures; the author will determine all the procedures that will be taken to conduct the study i.e. to select participants, develop the sensori- motor scale and the CAI program, administer the instruments used, and extract the findings.
Statistical methods; The suitable nonparametric statistical methods will be used i.e. Mann- Whitney ( U ) , Wilcoxon ( W ), and Z value.
Results revealed the presence of statistically significant differences at 0.01 between both groups in post test of some sensori – motor skills level favoring the experimental group, and the presence of similar statistically significant differences between pre and post test for experimental group favoring the post one . Neither statistically significant differences were found between the same administrations for control group, nor between post test and follow- up for experimental one .