دور قوائم الرصد النمائية في الكشف عن الصعوبات النمائية في مجال التواصل واستعمال اللغة البراغماتية عند طفل الروضة
This study addressed the role of developmental screening checklists in detecting developmental difficulties among preschool children. The aim of this study was to highlight the effectiveness of these checklists as a tool for early detection of such difficulties. To achieve this objective, an intervention plan was designed, targeting preschool teachers in three inclusive public schools, with the goal of enhancing their ability to effectively apply and use the checklists. This, in turn, would contribute to the early identification of developmental difficulties. The study involved a sample of 20 teachers who were divided into two groups: an experimental group and a control group. In the next step, the experimental group underwent targeted intervention aimed at understanding how to use the developmental screening checklists through ongoing visits, while the control group received no intervention. "direct observation" was used, along with a "questionnaire" directed at teachers, to measure their opinions on the effectiveness of developmental screening checklists in detecting developmental difficulties in the areas of communication and the use of pragmatic language among preschool children, as well as the development of an intervention plan with the teachers. The results of the study showed that teachers in the experimental group were more capable of effectively using developmental screening checklists compared to teachers in the control group. Additionally, children who received intervention from trained teachers following the intervention plan showed significant improvement in communication skills and the use of pragmatic language. These findings confirm the effectiveness of developmental screening checklists when applied through a targeted intervention plan. (Author's abstract)