الأنشطة المدرسيةpdf
216836107
strtyjy@ mqtrHh ltTwyr l'nshT@ lryDy@ lmdrsy@ lmrHl@ lt`lym lthnwy fy Dw 'hdf ltrby@ lryDy@ wfq lrw'yh lmmlkh@ l`rby@ ls`wdy@ 2030
yhdf lbHth l~ wD` strtyjy@ mqtrH@ ltTwyr l'nshT@ lryDy@ lmdrsy@ lmrHl@ lt`lym lthnwy wdhlkh mn khll lt`rf `l~ 1 'ss wmrHl bn strtyjy@ tTwyr lmkhnt wl'nshT@ lryDy@ lmdrsy@ lmrHl@ lt`lym lthnwy fy lmmlkh@ l`rby@ ls`wdy@ 2 lm`wqt wlmshkhlt lty twjh brmj l'nshT@ lryDy@ lmdrsy@ fy lmmlkh@ l`rby@ ls`wdy@ 3 lstrtyjy@ lkhS@ btTwyr l'nshT@ lryDy@ fy lmmlkh@ l`rby@ ls`wdy@
wy'l lsyd l`bd khlyf@
219798442
f`ly@ brnmj rshdy qy'm `l~ l'nshT@ l`lmy@ lmdrsy@ fy t`dyl tjht ltlmydh l`dyyn nHw 'qrnhm dhwy lHtyjt lkhS@ lmdmjyn m`hm fy mdrs lt`lym l`m
hdft ldrs@ lHly@ ly ltHqq mn f`ly@ brnmj rshdy qy'm `l~ l'nshT@ l`lmy@ lmdrsy@ fy t`dyl tjht ltlmydh l`dyyn nHw 'qrnhm dhwy lHtyjt lkhS@ lmdmjyn fy mdrs lt`lym l`m. wtkhwnt `yn@ lbHth mn (18) tlmydh wtlmydh@ mmn ttrwH `mrhm lzmny@ m byn (11 12) sn@ bmtwsT Hsby (11,61) wnHrf m`yry (501, wytrwH m`dl dhkhy'hm m byn (90 105) bmtwsT Hsby (96,55) wnHrf m`yry (4,203) wHSlw `l~ l'rb`y l'dn~ `l~ mqys tjht l`dyyn nHw dhwy lHtyjt lkhS@ wqsmt l`yn@ ly mjmw`tyn mtkhfy'tyn (tjryby@ wDbT@ tkhwnt khl mnhm mn (9) tlmydh. wtkhwnt 'dwt lbHth mn mqys tjht ltlmydh l`dyyn nHw 'qrnhm dhwy lHtyjt lkhS@ wbrnmj rshdy qy'm `l~ l'nshT@ l`lmy@ lmdrsy@ lt`dyl tjht l`dyyn nHw qrnhm dhwy lHtyjt lkhS@ (khlhm mn `dd lbHthtyn) wstkhdmt lbHthtn khtbr mn wtny Mann Whitney test llmjmw`t lmstql@ wkhtbr wylkhwkhswn lshr@ lrtb Wilcoxon Signed Ranks Test llmjmw`t lmrtbT@ lltHqq mn frwD ldrs@ wmrb` m`ml yt (Eta squared,h2 lHsb qw@ t'thyr lbrnmj wtwSl lbHth ly f`ly@ lbrnmj lrshdy lmstkhdm fy t`dyl tjht ltlmydh l`dyyn nHw 'qrnhm dhwy lHtyjt lkhS@ lmdmjyn fy mdrs lt`lym l`m.
mrw@ brhym lshshtwy mHmd jyhn s`d `bdh lm`by
214556691
'thr ltf`l byn strtyjyty lt`lm (lfrdy ltshrkhy) wwjhty lDbT (ldkhly@ lkhrjy@ fy tnmy@ mhrt tTwyr l'nshT@ llkhtrwny@ llsbwr@ ltf`ly@ wjwd@ lmntj, wlrD `n lt`lm ld~ lTlb lm`lmyn
sthdf lbHth lHly lkhshf `n 'thr ltf`l byn strtyjyty lt`lm (lfrdy ltshrkhy) wwjhty lDbT (ldkhly@ lkhrjy@ fy byy' llt`lm llkhtrwny `l~ tnmy@ ltHSyl, w'd mhrt tTwyr l'nshT@ llkhtrwny@ llsbwr@ ltf`ly@ bstkhdm brnmj Activinspire wjwd@ lmntj, wlrD `n lt`lm ld~ lTlb lm`lmyn fy khly@ ltrby@ bjm` lslTn qbws, wstkhdm lbHthn lmnhj ltjryby, wtkhwnt `yn@ lbHth mn (60) Tlb wTlb@ qsmw l~ 'rb` mjmw`t wfq lstrtyjyty lt`lm wwjhty lDbT; wqd 'Zhrt nty'j lbHth `dm wjwd t'thyr 'ssy yrj` lkhtlf strtyjyty lt`lm (lfrdy ltshrkhy) fy khl mn ltHSyl, wjwd@ lmntj, bynm ywjd t'thyr 'ssy fy 'd mhrt tTwyr l'nshT@ llkhtrwny@ wrD lTlb `n lt`lm lSlH strtyjy@ lt`lm ltshrkhy, khm 'Zhrt lnty'j wjwd t'thyr 'ssy yrj` l~ khtlf wjhty lDbT; lSlH wjh@ lDbT ldkhly@ wdhlkh fy ltHSyl, w'd lmhrt, wjwd@ lmntj, wlrD `n lt`lm, khm 'Zhrt lnty'j wjwd 'thr lltf`l fy jwd@ lmntj, w'd mhrt ntj l'nshT@ llkhtrwny@ lSlH mjmw` (lt`lm lfrdy m` lDbT ldkhly) `l~ bqy mjmw`t lbHth, bynm l ywjd frq dl HSy'y byn mtwsTy drjt mjmw` (lt`lm lfrdy m` lDbT ldkhly) w mjmw` (lt`lm ltshrkhy m` lDbT ldkhly) fy 'd lmhrt; w`l~ Dw nty'j lbHth fnh ynbGy tHdyd wjh@ lDbT llmt`lmyn, wyfDl stkhdm strtyjy@ lt`lm lfrdy m` lTlb dhwy wjh@ lDbT ldkhly@ bynm yfDl stkhdm strtyjy@ lt`lm ltshrkhy m` dhwy wjh@ lDbT lkhrjy@ khS@ `nd tnmy@ mhrt tTwyr mntj tkhnwlwjy, wlrD `n lt`lm, wyjb 'n ytDmn ltSmym lt`lymy llt`lm llkhtrwny 'slyb mt`dd@ lltwjyh lmstmr wlrshd wlmtb` llTlb mn dhwy wjh@ lDbT lkhrjy@ ldmjhm fy byy' lt`lm, wzyd@ f`lyth.
lsyd `bd lmwl~ lsyd 'bw khTw@ njwn Hmd lqbny lqbny
213809349
dwr mmrs@ l'nshT@ fy tnmy@ lw`y lbyy'y ld~ Tlbt lmrHl@ lmtwsT@ fy mHfZ@ Sby.
hdft ldrs@ l~ m`rf@ dwr mmrs@ lTlbt ll'nshT@ fy tnmy@ lw`y lbyy'y wlSHy lTlbt lSf lsds fy mdrs@ lbtdy'y@ lkhms@ bSby wlbtdy'y@ lsds@ ltb` ldr@ t`lym Sby, wstkhdmt ldrs@ lmnhj lwSfy btb` 'slwb lmqbl@ wTbqt `ly `yn@ qwmh (30) Tlb@ wtm jr ldrs@ `n Tryq lmqbl@ lmqnn@ m` kl mjmw` Hyth qsmt ly mjmw`tyn kl mjmw` ttkwn mn (15) Tlbt, blDf@ ly jr mqbl@ m` (10) m`lmt; wstkhdmt ldrs@ mqys wstbyn Smm khSyS fy l'nshT@ lty ttDmnh ltrby@ lbyy'y@ 'thn drsthm lwHd@ lky'nt lHy@ ldqyq@ blTryq@ ltqlydy@ dwn tnfydh l'nshT@ https:/doi.org/10.24897/acn.64.68.6045
lwl@ 'Hmd `yZ@ al sry`
216660084
mshrkh@ Dywf lrHmn fy l'nshT@ wlf`lyt lthqfy@ 'thn rHl@ lHj: drs@ mydny@ fy `lm jtm` lsyH@
thdf hdhh ldrs@ l~ ljb@ `l~ ltsw'lt ltly@ m mdy rGb@ Dywf lrHmn mn lHjj fy zyr@ l'mkhn ltrthy@ wlmshrkh@ fy l'nshT@ wlf`lyt lthqfy@ b. m 'khthr l'mkhn zyr@ llmbHwthyn khll rHl@ lHj 'mkhn ljdhb) j. m 'khthr l'mkhn zyr@ llmbHwthyn khll rHl@ lHj 'mkhn ljdhb) wfq lmw'sst lTwf@ d. m 'hm Htyjt lHjj fy lmnTq ltrthy@ wmnTq ljdhb lsyHy? h. m lalyt lmnsb@ lftH 'swq jdyd@ llsyH@ khll rHl@ lHj wl`mr@ w. m mstwyt lrD llHjj ldhyn shrkhw fy lf`lyt wl'nshT@ wlzyrt khll rHl@ lHj? wf~ sbyl dhlkh qmt ldrs@ btTbyq stmr@ stbyn `l~ `yn@ mn Hjj lkhrj wfq lmw'sst lTwf@ qwmh 1800 mfrd@ wtwSlt ldrs@ ly `dd mn l'hdf mnh: mn 'khthr mnTq ljdhb lty zrh lmbHwthyn khnt mnTq ltrykh lslmy wmn hm l'nshT@ lty qmw bh ltswq wshr lhdy, khm khnt hm Htyjthm hy l'mn wtwfyr lkhdmt blmzrt blDf@ l~ wjwd mrshd mrfq lshrH Tby` lmzr wtrykhh. Abstract This study aims to answer the following questions: a. What is the desire of pilgrims pilgrims to visit heritage sites and participate in cultural activities and events B. What is the most visited place for pilgrims during the pilgrimage? C. What is the most visited place for the respondents during the pilgrimage (attractions) according to the rafting establishments Dr. What are the most important needs of pilgrims in heritage areas and tourist attractions e. What are the appropriate mechanisms to open new markets for tourism during the Hajj and Umrah trip And. What are the levels of satisfaction for pilgrims who participated in events, activities and visits during the pilgrimage? In order to do this, the study applied a questionnaire questionnaire on a sample of pilgrims abroad according to the boarding institutions of 1800 individuals. The study reached a number of objectives, including: One of the most visited areas visited were the areas of Islamic history, Their most important needs were security, the provision of services at the mazarat, and the presence of a guide to explain the nature and history of the shrine.
mjl@ khly@ ladb jm` bny swyf
'Hmd mHmd 'Hmd hlly
213605378
dwr l'nshT@ lTlby@ fy tnmy@ ltfkhyr lstdlly ld~ Tlb lmrHl@ lthnwy@ bmHfZ@ lqwy`y@ mn wjh@ nZr rwd l'nshT@ lTlby@
hdf lbHth l~ lt`rf `l~ dwr lnshT l`lmy wlnshT lkhshfy wlnshT lthqfy fy tnmy@ ltfkhyr lstdlly ld~ Tlb lmrHl@ lthnwy@ bmHfZ@ lqwy`y@ wlkhshf `n 'brz lm`wqt lty tHd mn dwr l'nshT@ lTlby@ (lnshT l`lmy, wlkhshfy, wlthqfy) fy tnmy@ ltfkhyr lstdlly ld~ Tlb lmrHl@ lthnwy@ bmHfZ@ lqwy`y@ khm hdf l~ ltwSl l~ 'fDl lsbl lty ts` l~ tTwyr dwr l'nshT@ lTlby@ (lnshT l`lmy, wlkhshfy, wlthqfy) fy tnmy@ ltfkhyr lstdlly ld~ Tlb lmrHl@ lthnwy@ bmHfZ@ lqwy`y@ wdhlkh mn wjh@ nZr rwd l'nshT@ lTlby@ blmdrs lthnwy@ lHkhwmy@ lnhry@ bmHfZ@ lqwy`y@ stkhdm lbHth lmnhj lwSfy lmsHy, wshmlt `yn@ lbHth (157) ry'd mn rwd l'nshT@ lTlby@ bmdrs lmrHl@ lthnwy@ lHkhwmy@ lnhry@ fy dr@ lt`lym bmHfZ@ lqwy`y@ khll lfSl ldrsy l'wl mn `m 1439 1440h, tm khtyrhm b'slwb lHSr lshml, wqd stjb mnhm (149) ry'd nshT, bm nsbth 95% mn mjtm` lbHth l'Sly, wstkhdmt lstbn@ 'd@ ljm` lbynt, wmn 'hm nty'j lbHth: tqdyrt mfrdt mjtm` lbHth ldwr l'nshT@ lTlby@ (lnshT l`lmy, wlkhshfy, wlthqfy) fy tnmy@ ltfkhyr lstdlly ld~ Tlb lmrHl@ lthnwy@ bmHfZ@ lqwy`y@ jt bdrj@ (mrtf` jd) tqdyrt mfrdt mjtm` lbHth llm`wqt lty tHd mn dwr l'nshT@ lTlby@ (lnshT l`lmy, wlkhshfy, wlthqfy) fy tnmy@ ltfkhyr lstdlly ld~ Tlb lmrHl@ lthnwy@ bmHfZ@ lqwy`y@ jt bdrj@ (mrtf` jd) mfrdt mjtm` lbHthywfqwn bdrj@ mrtf` jd `l~ sbl tTwyr dwr l'nshT@ lTlby@ (lnshT l`lmy, wlkhshfy, wlthqfy) fy tnmy@ ltfkhyr lstdlly ld~ Tlb lmrHl@ lthnwy@ bmHfZ@ lqwy`y@ 'hm sbl tTwyr dwr l'nshT@ lTlby@ (lnshT l`lmy, wlkhshfy, wlthqfy) fy tnmy@ ltfkhyr lstdlly ld~ Tlb lmrHl@ lthnwy@ bmHfZ@ lqwy`y@ mn wjh@ nZr rwd l'nshT@ lTlby@ fy: tHfyz mshrfy lnshT lTlby lrwd lnshT lTlby fy tnfydh brmj l'nshT@ lty tshm fy tnmy@ ltfkhyr lstdlly, twfyr l'mkhn lmkhSS@ lmzwl@ l'nshT@ lTlby@ fy lmdrs@ `dd lbrmj wlkhTT ll'nshT@ lTlby@ lty td`m tnmy@ ltfkhyr lstdlly. Abstract Research Objectives: this research aimed to identify the role of scientific activity, scouting activity and cultural activity in the development of deductive thinking among secondary school students in Quweia governorate. The aim was also to uncover the main obstacles that limit the role of student activities (scientific activity, scouting and cultural activities) for the secondary school students in Quweia governorate, the research also aimed to find the best ways to develop the role of student activities (scientific activity, scouting and cultural) in the development of deductive thinking among secondary school students in Quweia governorate from the point of view of the pioneers of student activities in the governmental secondary schools in the governorate of Quwaia Research Methodology: The researcher used the descriptive method. The sample included (157) pioneers of student activities in the secondary schools in Qawaiya governorate during the first semester of 1439 1440. They were selected in a comprehensive inventory method, of them 149 responded with 95% of the original research community. Data collecting tools: The questionnaire tool was used to collect data. Research Results: The estimates of the research community members for the role of student activities (scientific activity, scouting and cultural) in the development of deductive thinking among secondary school students in Qawaiya governorate came to a very high level. The main roles of student activities (scientific activity, scouting and cultural activities) students in the secondary school in Quwaia governorate from the point of view of the pioneers of student activities in: student activities develop students mental skills, developing programs summarize books in the school library to the student the skill of conclusion, scouting activities contribute to the development of mental skills to students. The estimates of the research community members for the constraints that limit the role of student activities (scientific activity, scouting and cultural) in the development of deductive thinking among secondary school students in Qawaiya governorate came at a very high level. The main obstacles that limit the role of student activities (scientific activity, And cultural) in the development of deductive thinking among secondary school students Quwaia governorate from the point of view of the pioneers of student activities in: lack of interest in activities that develop the skill of deductive, neglecting the opportunity to students to determine their desire to engage in a particular activity and not seek to develop it. The estimates of the research community members agrees with a very high degree on how to develop the role of student activities (scientific activity, scouting and cultural activities) in the development of deductive thinking among secondary school students in Qawaiyia governorate, the most important ways to develop the role of student activities (scientific, In the case of students in the secondary school in Quweia governorate, from the point of view of the pioneers of student activities in: motivating the supervisors of the student activity for the pioneers of student activity in the implementation of programs of activities that contribute to the development of deductive thinking, the provision of places for the activities of students in the school, programs and plans for student activities that support the development of deductive thinking.
ltrby@ (l'zhr) mjl@ `lmy@ mHkhm@ llbHwth ltrbwy@ wlnfsy@ wljtm`y@
mHmd `ly lqHTny
212955621
f`ly@ l'nshT@ llkhtrwny@ lqy'm@ `l~ lHwsb@ lsHby@ fy tnmy@ ltHSyl wltjh nHw tTbyqt jwjl lt`lymy@ ld~ Tlbt khly@ ltrby@ bjm` bysh@
hdft hdhh ldrs@ ly qys f`ly@ l'nshT@ llkhtrwny@ ltf`ly@ lqy'm@ `l~ lHwsb@ lsHby@ `l~ ltHSyl ldrsy wltjh btTbyqt jwjl lt`lymy@ ld~ Tlbt jm` bysh@ ltHqyq 'hdf ldrs@ wljb@ `n 'sy'lth wltHqq mn frwDh tm stkhdm lmnhj lwSfy ltHlyly blDf@ l~ lmnhj ltjryby, fqd tm khtyr `yn@ qSdy@ qwmh (70) Tlb@ mn lmstw~ lthlth bkhly@ ltrby@ jm` bysh@ lmsjlt lmqrr lHsb lly fy lt`lym bqsm `lm lnfs wqsm ryD lTfl ll`m ldrsy 1438 1439h. stkhdmt lkhtbrt ltHSyly@ wmqys ltjh kh'dwt lldrs@ wbtb` l'slyb lHSy'y@ lmnsb@ tm tHlyl lbynt bstkhdm brnmj lHzm@ lHSy'y@ ll`lwm ljtm`y@ (SPSS) khlSt ldrs@ btqdym `dd mn lnty'j 'hmh; ywjd frq dl HSy'y `nd mstw~ (05,0) byn mtwsTy drjt lmjmw` ltjryby@ lty tdrs bstkhdm (lnshT@ llkhtrwny@ wlmjmw` lDbT@ lty tdrs bdwn stkhdm (lnshT@ llkhtrwny@ `l~ ltHSyl lm`rfy lmrtbT bmhrt stkhdm lHswb fy lt`lym, khm 'n lTlbt tjht yjby@ nHw stkhdmhm ll'nshT@ llkhtrwny@ ltf`ly@ lqy'm@ `l~ lHwsb@ lsHby@ btTbyqt jwjl lt`lymy@ fy blDf@ ly 'nh ywjd frq dl HSy'y fy tjht lTlbt nHw stkhdm lnshT@ llkhtrwny@ ltf`ly@ lqy'm@ `l~ lHwsb@ lsHby@ btTbyqt jwjl lt`lymy@ fy ltdrys ljm`y y`zy l~ ldrwt ltdryby@ lty tlqth lTlbt fy mjl tTbyqt lHsb laly fy lt`lym, khlSt ldrs@ btqdym mjmw` mn ltwSyt wlmqtrHt ldrst mstqbly@
hlly Hmd hlly Hmd
199680197
dwr l'nshT@ llSfy@ fy tnmWy@ qym Tlb@ qsm llG@ l`rby@ fy kly@ ltrby@ lssy@/jm` dyl~ mn wjh@ nZrhm
yhdf lbHth lt`rf `l~ dwr l'nshT@ llSfy@ fy tnmy@ qym Tlb@ qsm llG@ l`rby@ fy kly@ ltrby@ lssy@/jm` dyl~ mn wjh@ nZrhm. tb` lbHthn lmnhj lwSfy ltHlyly(stbyn) Hyth qm b`dd(lstbyn) w`dd fqrth(42) fqr@ mwz` `l~(3) mjlt why (lqym lkhlqy@ lqym ljtm`y@ lqym lwTny@ `tmd lbHthn `l~ lmqys lthlthy lljb@ `l~ fqrt lstbyn whw(kthyr, 'Hyn, ndr) wHdd tjh kl tqdyr btqsym lmd~ `l~ lfy't(2/3) wdhlk ltHdyd drj@ lmwfq@ wlt'thyr mn wjh@ nZr lTlb@ shmlt `yn@ lbHth kl mjtm` lbHth mn Tlb@ (lmrHl@ lrb` fy qsm llG@ l`rby@ fy kly@ ltrby@ lssy@/jm` dyl~ ll`m ldrsy (2018/2019) wlblG `ddhm(79) Tlb wTlb@ bwq`(50) Tlb@ w(29) Tlb. wstkhdm lbHthn lwsy'l lHSy'y@ laty@ (lwsT lHsby (T.test) lnHrf lm`yry (Standard Deviation) 'lf krwnbkh (Alpha Kronbachs) wb`d tHlyl lnty'j wm`ljth HSy'y twSl lbHth nty'j `d@ mnh, tshm l'nshT@ llSfy@ fy tnmy@ lqym lkhlqy@ wljtm`y@ wlwTny@ whdh m tw'kdh jbt lTlb@ why jbt yjby@ w'wS~ lbHthn `d@ twSyt mnh, Drwr@ dkhl l'nshT@ llSfy@ kmqrrt drsy@ fy lklyt ltrbwy@ w'qsmh, wkhS@ fy mwd Try'q ltdrys lkhS@
Ahmad Obaid Iskandar Mohammad
88383912
dwr l'nshT@ lkhshfy@ fy tnmy@ lmhrt lqydy@ lTlb lmdrs lthnwy@ fy mdyn@ lryD mn wjh@ nZr mdyry lmdrs
lmstkhlS hdft hdhh ldrs@ l~ lt`rf `l~ dwr l'nshT@ lkhshfy@ fy tnmy@ lmhrt lqydy@ lTlb lmdrs lthnwy@ fy mdyn@ lryDmn wjh@ nZr mdyry lmdrs. wtkhwn mjtm` ldrs@ mn mdyry lmdrs lthnwy@ blmdrs lHkhwmy@ wl'hly@ lty bh frq khshfy@ bmdyn@ lryD wyblG `ddhm 25 frd wqd shtmlt `yn@ ldrs@ `l~ jmy` 'frd mjtm` ldrs@ wdhlkh lSGr Hjm lmjtm` wmn 'jl tHqyq hdf ldrs@ Twr lbHth stbn@ ldwr l'nshT@ lkhshfy@ fy tnmy@ lmhrt lqydy@ b`d mrj` ldb lnZry wldrst lsbq@ wtm ltHqq mn Sdqh wthbth. wqd twSlt ldrs@ l~ lnty'j laty@ wjwd frwq dht dll@ HSy'y@ `nd mstw~ 0.01 f'ql fy tjht mdyry lmdrs lHkhwmy@ wtjht mdyry lmdrs l'hly@ Hwl (md~ twfr alyt tnfydh l'nshT@ lkhshfy@ blmdrs lthnwy@ dwr l'nshT@ fy tnmy@ lmhrt lqydy@ llTlb mn khll l'nshT@ lkhshfy@ fy lmrHl@ lthnwy@ lSlH mdyry lmdrs l'hly@ 'n 'brz 'dwr l'nshT@ lkhshfy@ fy tnmy@ lmhrt lqydy@ lmrtbT@ b (ltkhTyT tkhdh lqrr njz l'`ml tHfyz lmshrkhyn Hl lmshkhlt ttmthl fy shm lnshT lkhshfy fy j`l lTlb ytf`l m` zmly'h w'n lnshT lkhshfy yrkhz `l~ l`ml ljm`y wHth lTlb `l~ lt`wn
mjl@ lbHth l`lm~ f~ ltrby@
'Hmd bn mHmd `bdllh al `thwn `syry
216566800
mmrs@ l'nshT@ wlHtyjt lmkhtlf@ llrshdyn dhwy DTrb Tyf ltwHd mn mnZwr l'mht Practicingactivities and different needs of adults with Autism spectrum disorder from mothers' perspective
hdf lbHth l~ tqyym drj@ mmrs@ lrshdyn dhwy DTrb Tyf ltwHd l'nshT@ lHy@ lywmy@ lmkhtlf@ wlt`rf `l~ lHtyjt lf`ly@ Gyr lmlb@ wlfrwq fy lHtyjt wfq lb`D lmtGyrt ldymwjrfy@ wm`rf@ 'khthr lHtyjt 'hmy@ llrshdyn dhwy DTrb Tyf ltwHd mn mnZwr l'mht.wtkhwnt `yn@ lbHth mn (49) mn 'mht lrshdyn mn dhwy DTrb ltwHd mn ljnsyn (dhkhwr wnth) wblG lmtwsT lHsby ll`mr lzmny (52,8) sn@ bnHrf m`yry (4,4) wblG mtwsT l`mr lzmny ll'bn (6,25) sn@ bnHrf m`yry(1, 5) wstkhdmt lbHth@ ljm` lbynt stbyn l'nshT@ wlHtyjt lmkhtlf@ llrshdyn dhwy DTrb Tyf ltwHd. frwD lbHth: tdny lnsb lmy'wy@ l'd lrshdyn dhwy DTrb Tyf ltwHd l'nshT@ lHy@ lywmy@ mn mnZwr l'mht. twjd frwq dht dll@ HSy'y@ fy lnsb lmy'wy@ byn lHtyjt lf`ly@ Gyr lmlb@ wlHtyjt lmtH@ llrshdyn dhwy DTrb Tyf ltwHd mn mnZwr l'mht. twjd frwq dht dll@ HSy'y@ byn mtwsTt rtb lHtyjt lmkhtlf@ wfq lb`D lmtGyrt ldymwjrfy@ (lnw` drj@ lSb@ ld~ lrshdyn dhwy DTrb Tyf ltwHd mn mnZwr l'mht. hnkh Htyjt 'khthr 'hmy@ llrshdyn dhwy DTrb Tyf ltwHd mn mnZwr l'mht. wtwSlt lnty'j l~ wjwd nkhfD fy 'd lrshdyn dhwy DTrb Tyf ltwHd l'nshT@ lHy@ lywmy@ fDl `n wjwd frwq dht dll@ HSy'y@ byn lHtyjt lf`ly@ Gyr lmlb@ wlHtyjt lmtH@ llrshdyn dhwy DTrb ltwHd, khm twjd frwq dht dll@ HSy'y@ fy lHtyjt lmkhtlf@ tb` ldrj@ lSb@ wZhr 'n lHj@ l~ lsyTr@ `l~ nwbt lhyj wlmshkhlt lslwkhy@ mn lHtyjt l'khthr 'hmy@ llrshdyn dhwy DTrb ltwHd mn mnZwr l'mht. The research aims to assess the degree of practicing various daily life activities by adults with autism spectrum disorder, to identify the actual unmet needs, the differences in needs according to some demographic variables, and to know the most important needs of adults with autism spectrum disorder from mothers' perspective. Sample consisted of (49) mothers of adults with autism spectrum disorder of both sexes (males and females) The mothers' mean age was (52.8) years with a standard deviation of (4.4) The mean age of adults was (25.6) years with a standard deviation of (5.1) The researcher used to collect data questionnaire activities and different needs of adults with autism spectrum disorder. Research Hypotheses: 1. Low percentage of adults with autism spectrum disorder practice daily life activities from mothers' perspective. 2. There are statistically significant differences between the actual unmet needs and available needs for adults with autism spectrum disorder from mothers' perspective. 3. There are statistically significant differences in needs according to some demographic variables (type degree of injury) in adults with autism spectrum disorder from mothers' perspective. 4. There are more important needs for adults with autism spectrum disorder from mothers' perspective. The research concluded that, from mothers' perspectiveof adult with Autism spectrum disorder, there is a decrease in the performance of adults with autism spectrum disorder for daily life activities in addition to the statistically significant differences between the actual unmet needs and the available needs and the statistically significant differences in needs according to the degree of injury. Agitation control and behavioral problems seem to be the most important needs of adults with autism spectrum disorder.
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