ممارسة معلمي ذوي الإعاقة الفكرية للسرد القصصي وعلاقته بـمستوى مهارات (اللغة الإستقبالية والإجتماعية لدى طلابهم) من وجهة نظرهم
The research aimed to determine the relationship between the practice of storytelling by teachers of people with intellectual disabilities and the level of skills (receptive and social language among their students) from their point of view. The sample amounted to (210) male and female teachers in the Qassim region. The descriptive, correlational approach was used. The tools were: Storytelling practice questionnaire, questionnaire skills (receptive and social language). The results showed a high level of teachers’ practice of storytelling and the level of receptive and social skills among their students, and the presence of significant differences in the teachers’ evaluation of the level of storytelling due to the gender variable in favor of females, significant differences in receptive skills in favor of males, and no significant differences in the evaluation of social skills. There are no significant differences in the level of storytelling practice, receptive and social skills due to the variables of years of experience and teaching stage. There are significant differences in favor of integration schools according to the work environment variable. There is a correlation between the practice of storytelling by teachers of people with intellectual disabilities and the level of their students’ receptive and social language skills, and there is a correlation between receptive language skills and social skills. The research recommended the need to link linguistic and social skills to storytelling. (Published abstract)