Abstract
The aim of this study was to find the effectiveness of the Portage Program for Early Intervention in improving cognitive competencies of mothers with children having intellectual disabilities in applying portage program, and in developing those children’s adaptive behavior. The experimental sample included 10 children from Irbid Governorate with simple intellectual disabilities, using single-group experimentation. To achieve the goal of the study, the Portage Program (second edition) was adopted as well as the cognitive competence scale for pre and post-test, and the adaptive behavior scale for children with intellectual disabilities. Data from the implemented scales were treated statistically using proper statistical methods. The study reached the following results: There were statistically significant differences at the level of significance (α=0.05) between the means of the pre- and post-test for performance of mothers of children with simple intellectual disabilities in the cognitive competence scale. There were statistically significant differences at the level of significance (α=0.05) between the pre- and post-test means for performance of children with simple intellectual disabilities in the adaptive behavior scale. There were statistically significant differences at the level of significance (α=0.05) between the post and follow up test means for performance of children with simple intellectual disabilities in the adaptive behavior scale. The study sets various recommendations in the fields of education and research. The results of the qualitative analysis indicated a noticeable improvement in the performance of the adaptive behavior skills of the individuals participated in study.
Highlights
Disability is considered a great burden on the disabled person and his family, as it greatly limits his potential and constitutes a major obstacle to his participation in society and the usual practice of his life, and the family has a responsibility to help the child adapt and depend on himself as much as possible, and the mother bears the greatest responsibility, especially in providing the child with behavioral skills (Hamdan, 2013).Adaptive behavior skills are among the most important skills that the mentally disabled need in their daily lives
The study aimed to reveal the effectiveness of the Portage Early Intervention Program in improving the cognitive competencies of mothers of children with simple intellectual disabilities and developing adaptive behavior skills of their children by answering the following study questions: First: Results related to the first question: “Are there statistically significant differences at the level of significance (α = 0.05) between the arithmetic means of the pre and posttests of the performance of mothers of children with simple intellectual disabilities on the Cognitive Competency Scale?”
Second: Results related to the second question: “Are there statistically significant differences at the level of significance (α = 0.05) between the arithmetic means of the pre and posttests of the performance of children with simple intellectual disability on the Adaptive Behavior Scale?”
Summary
Adaptive behavior skills are among the most important skills that the mentally disabled need in their daily lives They are considered essential for the disabled in general to engage in society and interact with his surrounding environment, and a basic condition for the integration of individuals with special needs in schools and society (Al Rousan, 2018). The association of family education with preschool education is more effective, as the child receives education with his parents at home, and from here emerged the philosophy of the Portage Early Education program, as it is an early educational program prepared to give support to children from 0 to 6 years of age with normal development (Biber & Ural, 2016). Intervention includes providing various medical, social, educational and psychological services to children with disabilities under the age of six, and focuses on developing the skills and abilities of parents to help their children grow, learn and meet their needs as parents and the complex and multiple needs of their children through a multidisciplinary team to deal with children with Intellectual disability and their families. (Biber & Ural, 2016).
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