أثر برنامج تعليمي قائم على نظرية التعلم المستند إلى الدماغ في تنمية مهارات التفكير التخيلي والإدراك البصري لدى طلبة صعوبات التعلم غير اللفظية
The study aimed to test the effectiveness of an educational program using the brain-based learning theory to improve imaginative thinking and visual perception skills among students of nonverbal disabilities. The study sample included 16 students of non-verbal disabilities. Ages ranged between (7-13). Students have been divided randomly into two groups: A control group and an experimental group. The researcher built an educational program based on imaginary behavior and visual perception skills. The program was judged by professors specialized in educational psychology, psychological counseling, and child-rearing. The program consisted of 22 training sessions, each lasting 45 minutes, equivalent to a class. The study used the imaginary creative thinking assessment, the visual perception assessment and the diagnostic assessment measure of visual perception difficulties. The results showed statistically significant differences in favor of the experimental group. The results were attributed to the effect of program which showed significant differences in the children's performance on the imaginary creative thinking assessment, the visual perception scale, and the diagnostic assessment measure of visual perception. The results have been discussed and the study concluded a number of recommendations. (Published Abstract)