أثر التفاعل بين استراتيجيتي استديو التفكير والمنشطات الإدراكية في تنمية المهارات اللغوية لدى تلاميذ المرحلة الإبتدائية ذوي الإعاقة العقلية
This study investigated the effect of the interaction between the thinking studio and cognition stimuli strategies in developing the language skills for primary school students with mental disabilities. The study adopted experimental research method based on a quasi-experimental design with two equal groups (pre-post measurements). The study sample consisted of twenty male and female students from the sixth grade of primary school in the schools of intellectual education in the Fayoum Educational Administration, divided in two groups: experimental group consisted of ten students, and a control group consisted of ten students. the study materials concluded: a list of language skills needed for sixth graders with mental disabilities, the student’s book and the teacher’s guide formulated according to the thinking studio and cognition stimuli strategies. The measuring tool was the language skills test. Results of the study revealed that there are statistically significant differences in the mean scores of the control and experimental groups in the post testing of the language skills in favor of the experimental group. Findings also showed the effectiveness of the thinking studio and cognition stimuli strategies in developing language skills for primary school students with mental disabilities. In the light of the beforehand mentioned results, a group of recommendations and future researches were mentioned. (Published abstract)