نوع المستند : المقالة الأصلية
المؤلفون
1 باحثة دكتوراه، قسم التربية الخاصة، كلية التربية، جامعة الملك سعود
2 أستاذ التربية الخاصة، قسم التربية الخاصة، كلية التربية، جامعة الملك سعود
المستخلص
الكلمات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The current study aimed explore the utilization of the simultaneous prompting strategy in teaching functional word reading to individuals with intellectual disabilities, and examine its relationship with the development of functional word reading skills. To achieve this objective, the study reviewed the literature on teaching functional words to individuals with intellectual disabilities using the simultaneous prompting strategy as a sample for this study. The study employed a descriptive methodology, specifically deductive reasoning, to formulate ideas covering these aspects in the theoretical framework. Based on this, a theoretical framework was constructed, encompassing various dimensions studied in the field of teaching functional words using simultaneous prompting for individuals with intellectual disabilities. Based on the above, the current study attempted to answer the research questions and attained several results. These included the effectiveness of the simultaneous prompting strategy in teaching functional words to individuals with intellectual disabilities, the importance of teaching functional words to them, their sources of derivation, considerations to be taken into account when selecting such words, and the implementation method and stages of the simultaneous prompting strategy. This was based on the relevant literature available to the researchers, which may contribute to the professional development of researchers and teachers working with individuals with intellectual disabilities by emphasizing the importance of teaching functional words using the simultaneous prompting strategy as a significant approach in their education. Additionally, this study provided several recommendations that may contribute to the optimal application of the simultaneous prompting strategy in teaching functional words to individuals with intellectual disabilities.
Keywords: Simultaneous Prompting, Functional Words, Intellectual Disability.
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