Résumé:
Summary:
The study dealt with the role of the play in language development for six mentally handicapped cases
mild and moderate degree, following the practice of children with mental disabilities to play in order
to help them enrich the balance and linguistic performance. In this study, we tried to determine
whether the play affects the language development of mentally disabled children; Besides, ifthere are
differences between new cases that have not practice the play and those who enrolled to the center
two years ago and practice it at least in the linguistic side (understanding, production).
We have put forward two hypothesis in this study; the first one have highlighted by the play and its
role in language development for mentally handicapped.
Partial hypothesis: There are differences between new cases that have not practiced the play and
those who have practicedit in terms of linguistic performance (understanding, production).
To prove this study we have used the descriptive approach and following tools:
Play activities used in the pedagogical center. Intelligence test of Idjlal Yusra. Linguistic skills test
of the researcher Kharbash Huda.Statistical methods percentage, Mann-Whitney U test for
differences between non-playing and playing situations in terms of language performance.
Hypotheses provedThe play has a role in the language development for mentally handicapped.
There are differences between new cases that have not practiced the play and those who have
practiced it in terms of linguistic performance (understanding, production).
Key words: play, language development, mentally disabled children،(understanding, production)
