The Effectiveness of a Training Program based on Mind Reading Theory in Developing Self-Determination Skills among Students with Intellectual Disability

Special education

Abstract

     The current study aimed to reveal the effectiveness of a training program based on mind reading theory in developing self-determination skills among students with intellectual disability in the primary stage in Al-Baha region. The study sample consisted of (10) students with intellectual disability in the primary stage and their ages ranged between (10-11) years, with an average age of (10.50) years and a standard deviation of (0.527). They were divided into two groups, one experimental and the other controlling, each consisting of (5) students. The study used self-determination scale, and the training program (prepared by the researcher). The results revealed that there were statistically significant differences at the level of significance (0.01) between the mean scores of the control and experimental groups in the post-measurement of the self-determination skills scale in favor of the experimental group, and there were statistically significant differences at the level of significance (0.05) between the mean scores of the experimental group in the two measurements of the self-determination skills scale, in favor of the post-measurement. The results indicated that there were no statistically significant differences between the mean scores of the control group in the pre and post measurements of the self-determination skills scale. In addition, there were no statistically significant differences between the mean scores of the experimental group in the post and follow-up measures of self-determination skills scale.