Formal symbolic indications and projective value in the drawings of mentally handicapped children who are able to learn and their relationship to the dimensions of psychological adaptation.

Many factors and reasons combine to make children with disabilities loot feelings of frustration, failure and inferiority, and artistic activities for people with disabilities provide many opportunities to do equal work with others, through which they practice formation and formulation of ideas, interact with external stimuli and control their environments, and this helps them enjoy their ability to act and investigate what they may He compensates them for many of their previous experiences, coupled with failure and frustration. Psychology's use of graphics in general is increasing and expanding, not only in the field of measuring mental abilities, but also in the field of in-depth clinical diagnosis. Research Methodology, and Type of Study: The research relied on the descriptive analytical approach in presenting and analyzing the theoretical framework related to the study and inductive research in presenting the different concepts that depend primarily on content analysis to realize the shape, symbol, projective value and psychological dimensions in the drawings of mentally handicapped children who are able to learn. This study aimed: to identify the psychological dimensions in the drawings of mentally handicapped children who are able to learn and their relationship to the dimensions of psychological adaptation, as well as to identify the psychological dimensions according to the gender variable through formal symbolic connotations and the projective value in their drawings. Medical rehabilitation in Fayoum Governorate, Arab Republic of Egypt, to determine psychological dimensions through formal symbolic connotations and projective value in their drawings. Assumed results, and summary of results: Psychological dimensions have been identified in the drawings of mentally handicapped children who are able to learn, through the results reached by the researcher. Some have excessive erasure and blurring of shapes, pressure on lines, loss of organization, limited use of colors, drawing unstable oblique shapes, minimizing drawing elements, or exaggerating magnification of some of these elements, and the lack of coherence between the drawn shapes, as their drawings turn into geometric shapes, symbols and exaggerated shapes. Accordingly, the researcher formulated the problem as follows: . Is it possible to identify the psychological dimensions in the drawings of mentally handicapped children who are able to learn and their relationship to the dimensions of psychological adaptation? . Is it possible to benefit from identifying the formal symbolic connotations and the projective value in the drawings of mentally handicapped children who are able to learn and their relationship to the dimensions of psychological adaptation?