ABSTRACT
Objective: This study attempts to measure and evaluate the capabilities and cognitive processes of the study samples through psychometric aspect as per Stanford Binet Scale and cognitive aspect-Cognitive Assessment System for samples with learning difficulties and simple mental retardation [Educable] and ordinary to determine the distinctive characteristics and psychological cognitive features of each category, in order to define the discriminatory capacity of each and prepare cognitive page describes the strengths and weaknesses in capacity and processes
Methodology: the descriptive comparative method to identify the pattern of differences in performance between the study samples [with learning difficulties, with simple mental retardation, who are educable and ordinary people in the sub-areas of Stanford Binet Scale [SB5, and tries to draw a cognitive profile for each category showing strengths and weaknesses in characteristic cognitive abilities
Sample: The study sample consists of 86 male and female pupils divided into three groups 26 with learning difficulties of middle-IQ, [90-110] from the fourth to sixth grades at public schools, 25 with simple mental retardation [educable] their IQ rates [50-70] as per Stanford-Binet[SB5] coming from intellectual Education schools and 35 from ordinary pupils [middle-intelligence]. The sample selected through Purposive Sampling according to the study criteria and the available pupils at those schools
Results: Existence of significant differences between the mean scores of each sample group on each of the Stanford Binet Scale's [SB5] comparing to Cognitive Assessment System [CAS], Existence of significant differences in psychological Profhile of Stanford Binet[SB5] in determining the strengths and weaknesses of both study samples comparing to ordinary children sample, Existence of statistically significant variation between the means of total score and the means of the four processes scores for the three study groups on cognitive assessment system for the benefit of ordinary pupils. Existence of statistically significant variation between the younger groups comparing with the eldest on Stanford Binet scale and cognitive assessment system