فاعلية الخطة التربوية الفردية في تدريس المهارات اللغوية الاستقبالية للأطفال المصابين بمتلازمة داون: دراسة شبه تجريبية في محافظة مدينة دمشق
Current research aims to test the effectiveness of the individual educational plan in teaching receptive language skills of children with Down’s Syndrome. Sample consisted of 14 boy and a girl with Down syndrome, aged between 7- 11 years, And IQ between 55- 69, enrolled in centers (Alrajaa Society for the Care of the disabled, Cham center for the care of people with special needs, the Institute for Intellectual Development), were selected in a deliberate manner, The sample was divided into two groups (control group and experimental), where each group consisted of 7 children, has been teaching the experimental group using the individual educational plan and included 63 hearing session length does not exceed 35 minutes. Search Tools: researcher used a range of tools are: 1) Test drawing man for Jodanv Harris by Zyad Kabatilou 1978. 2) Measure the language skills of mentally disabled for Farouk Rousan 1987. 3) Individual educational plan prepared by the researcher. Was used quasi-experimental approach in addressing the practical side, and the results showed progress of the experimental group compared with the control group on a scale receptive language skills after the application of the individual educational plan designed in accordance with the following results: 1) There are statistically significant differences at the level of 0.05 between the mean scores of members of the two groups (experimental control) on a scale receptive language skills in dimensional measurement due to the use of the individual educational plan. 2) There were statistically significant differences at the level of 0.05 between the mean scores of the experimental group in the pre and post measurements on a scale receptive language skills due to the use of the individual educational plan. 3) No statistically significant differences at the level of 0.05 between the mean scores of children with Down syndrome and male patients this syndrome than females in the experimental group on a scale receptive language skills in dimensional measurement due to the use of the individual educational plan. 4) No statistically significant differences at the level of 0.05 between the mean scores of the experimental group on a scale receptive language skills in dimensional measurement and the mean scores of members of the same group in the measurement due to the use of deferred individual educational plan. (Author’s abstract)