The pragmatic language and its relationship to social competence towards mental disabilities who are able to learn

Document Type : Original research article

Authors

1 Professor of Mental Health - Women's Faculty - Ain Shams University

2 Master student - Women's Faculty - Ain Shams University

Abstract

Objectives of the study: It aimed to identify the pragmatic language and its relationship to social competence among children with mental disabilities who are able to learn, as well as examining the differences between the study variables according to the different demographic variables (gender - mother's education - mother's work) at study sample.
methodology, procedures of study: The study included 40 males and females (27 males, 13 females) of children with mental disabilities who are able to learn, The two standards of study were applied to them: pragmatic language and social competence (prepared by the researcher).
Results of the Study: The results of the study found a significant positive correlation between pragmatic language and social competence among children with mental disabilities who are able to learn, and the results also indicated that there were no significant differences in pragmatic language and social  competence among children with mental disabilities who are able to learn due to gender (males- females) and There are no statistically significant differences in pragmatic language and social competence among children with mental disabilities who are able to learn due to the mother’s education (educated - uneducated), and there are statistically significant differences in pragmatic language and social competence among children with mental disabilities who are able to learn According to work of their mothers (as working – not working) towards female workers.

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