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A1 محمد، نجية إبراهيم AB Early intervention methods include providing educational services to children under the age of six, especially children with developmental disabilities or retardation, and therefore early intervention programs emphasize the need to develop parents' skills and abilities to help their children grow and learn according to the plan. Individual service to the family. Because the students with special needs have very different characteristics, the need and the need of their families are also multiple and require a multidisciplinary team to work with them and with their families. Early intervention programs include educational and developmental distributions, the selection of the appropriate educational program, the selection of educational aids and adapting them to the nature of disability and the design of educational strategies appropriate to the abilities of students with special needs. The current research aims at identifying the level of change that affects the effectiveness of early educational intervention methods in the attitudes of the mothers of children with special needs at the age of before entering school. Therefore, the researcher identified four zero hypotheses: 1) There are no statistically significant differences in the attitudes of mothers of mentally retarded children at pre)school age about the effectiveness of early educational interventions before and after the implementation of the individual education plan. 2)There are no statistically significant differences in the attitudes of mothers of children with hearing disabilities at pre)school age about the effectiveness of early educational interventions before and after the implementation of the individual education plan. 3) There are no statistically significant differences in the attitudes of mothers of children with visual disabilities at pre)school age about the effectiveness of early educational intervention methods before and after the implementation of the individual education plan. 4)There are no statistically significant differences in the attitudes of mothers of children with difficulties in pre)school education about the effectiveness of early educational interventions before and after the implementation of the individual education plan. The study sample consisted of 80 mothers of children with special needs. The sample divided equally into 20 for children with minor mental disabilities, 20 for children with hearing disabilities and 20 for children with disabilities. In addition, 20 for children with motor disabilities. In addition, five special activities have been developed for the effectiveness of the early educational intervention method to be applied to mothers and their children. The researcher extracted the trends of the mothers of children with special needs before implementing the activities, and then extracted their attitudes after applying the activities on them and their children in order to know the changes in their attitudes. The results of the research showed the following: 1) There is a positive change in the attitudes of mothers of children with mental disabilities at preschool age about the effectiveness of early educational interventions before and after the implementation of the individual education plan. 2) There is a positive change in the attitudes of mothers of children with hearing impairments at pre)school age about the effectiveness of early educational interventions and after the implementation of the individual education plan. 3) There is a positive change in the attitudes of mothers of visually impaired children at pre)school age about the effectiveness of early educational interventions before and after the implementation of the individual education plan. 4) There is a positive change in the attitudes of mothers of children with motor disabilities at preschool age about the effectiveness of early educational interventions following the implementation of the individual education plan. After the researcher obtained the results of the research, she submitted a set of recommendations and Suggestions, agencies: I) Recommendations: 1) Increase the interest in the application of early educational intervention methods with children with special needs at the pre)school age. 2) Use the current research tool with parents of children with special needs to apply to their children. 3) Encouraging special education departments in colleges of education to organize conferences and seminars aimed at applying early intervention methods in the pre)school age. 4) Agreement between the Ministry of Labor and Social Affairs and the Ministry of Education to identify appropriate early intervention methods for each type of disability through the work of a guide for parents to benefit from during the diagnosis of disabilities. 2) Suggestions: 1) Conducting a similar study on other groups with special needs (learning disabilities، slow learning، linguistically disturbed، behavioral and separatist). 2) Conducting a study aimed at identifying the relationship of parents' attitudes towards the effectiveness of early social intervention with their social compatibility. 3) Conducting a study aimed at identifying the relationship between parents' level of ambition in teaching their children and their level of disability. (Published Abstract) http://search.shamaa.org/abstract_en.gif OP ص ص. 258-279 T1 فاعلية أساليب التدخل المبكر في تغيير اتجاهات الأمهات نحو تعليم أطفالهن من ذوي الاحتياجات الخاصة [مقال] UL https://www.iasj.net/iasj/article/174741 النص الكامل (PDF) 1 http://search.shamaa.org/fulltext.gif