Introduction One of the most important problems facing children with intellectual disabilities is the inability in daily life skills, which hampers these children's ability to perform their social roles compared with their counterparts from normal children. In order to prepare children with intellectual disabilities to encounter life, this requires a degree of acquired experience and skills that qualify their abilities and willingness to be responsible members of society and to be removed from disability space to partial or total self-reliance (Morgen & Brian, 2009). Children with intellectual disabilities have obvious deficiencies in motor skills that require control, accuracy and neuromuscular compatibility. These deficiencies result in a clear lack of awareness; that means, they cannot adequately arrange or even classify and analyze the stimuli in the environment, which makes them unaware of many elements of the environment, resulting in some behavioral problems and emotional disorders such as negativity, anxiety, stress and withdrawal (Farouk Al-Russan, 2010, 77). Ola Ibrahim (2000, 124) pointed out that children with intellectual disabilities, if they have a training that commensurates with their limited abilities and potential, it will help them to acquire motor experiences and skills, enable them to integrate with others, develop self-confidence and improve their life skills and psychological health. Hence, the current study does emphasize the importance of training on motor skills for children with minor intellectual disabilities in improving their different daily life skills. Study Problem The problem of the study arises from reading many previous studies associated with the research topic by the researcher as (Naji Mohammed, Fatma Fawzi, 2002) study, (Marniz Amina, 2012) study, (Muhannad Musa and others, 2014) study and (Sahar Mohammed, 2015) study in which the results pointed out to the importance of developing motor skills in children with intellectual disabilities who can learn and that the improvement in motor skills is due to structured and targeted education and the use of diverse methods of immediate feeding. Moreover, intellectually disabled children cannot live in isolation from their parents, friends, colleagues, and all those who surround them as considering them members of society. They need greater communication with others, interact with them and cope with society's requirements. In order to achieve this, an intellectually-disabled child should possess a range of everyday life skills that enable him or her to interact with society in life situations and to interact positively with their natural and social environment. In addition, the researcher observed through her work in a special education center and her contact with children with intellectual disabilities that there is a deficiency in their motor skills and also a clear decrease in their daily life skills. Hence the problem of the current study appeared, which crystallized in the main question: "What is the effectiveness of a motor skills-based program in improving the daily life skills of a sample of children with minor intellectual disabilities? Objectives of the study 1. Improving the daily life skills of children with minor intellectual disabilities through a training program to develop motor skills. 2. verify the continuity of the training program to develop motor skills in children with intellectual disabilities after completing its application in improving daily life skills. The importance of the study 1. Children with intellectual disabilities need training programs that provide them with autonomy in their needs, integration and interaction with society, and social compatibility with others. 2. It is important to study daily life skills for children with intellectual disabilities and their role in achieving a degree of autonomy that helps these children to integrate into society and the absence of clear behavioral, psychological and social differences between them and normal people. 3. Benefit from the development of motor skills in children with intellectual disabilities in improving their daily life skills. 4. Provide some information about motor skills and their impact on daily life skills in children with minor intellectual disabilities. 5. Assisting caregivers of children with intellectual disabilities through the art, tools, and activities provided by the results of the present study that help to improve children's daily life skills. 6. The study contributes to the presentation of a practical guide represented in a program based on the motor skills of those who care for persons with intellectual disabilities from teachers, specialists, parents and planners of their care activities and programs. 7. Reflecting the training programme based on motor skills on children with intellectual disabilities in improving their daily life skills, independence and integration into society. Study Determinants 1. Spatial determinants: The training program was implemented at the center of the Shari 'a Society in Mit-Ghammer, Dakahlia governorate. 2. Time limits: The study was applied in the school year 2022/2023, the program lasted three months by (4) sessions per week and the duration of each session was (40) minutes. 3- Methodological determinants - Study curriculum: The researcher used the experimental curriculum. - Study sample: The study was applied to (20) children with minor intellectual disabilities in Zagazig, who were divided into two groups (10) experimental group and (10) control group, and aged between (6 - 9) years. Study tools: - Stanford Benet's test for children's intelligence. - The scale of the motor skills of children with minor intellectual disabilities (prepared by/Hossam Awad, 2021). - The scale of daily life skills of children with minor intellectual disabilities prepared by/the researcher). - Training programme for the development of motor skills for children with minor intellectual disabilities (prepared by/the researcher). Statistical methods: - The following statistical methods have been used: - The "Man Whitney" test to calculate the differences between the average grades of the independent grades. - Test "Wilcoxon" to calculate the difference between the average ranks of coupled pairs. - Correlation coefficients of Pearson and Alfacronbach coefficient. - Half-fragmentation (Spearman equation). Study Assumptions 1. There are statistically significant differences between the average grades of the experimental group and the control group in the post-measurement of daily life skills in favour of the experimental group. 2. There are statistically significant differences between the averages of the experimental group’s grades in the pre and post measurements of daily life skills in favour of post-measurement. 3. There are no statistically significant differences between the average grades of the experimental group members in the post and the tracing measurements of daily life skills. Results of the study Your findings can be summarized as follows: 1. All differences between the grading averages of the experimental and control groups of (children with minor intellectual disability) in the post-measurement of daily life skills (dimensions and overall grade) are a statistical function (at 0.01 level) in favour of the experimental group. 2. All differences between the grading averages of the experimental group of (children with minor intellectual disabilities) in the pre and post measurements of daily life skills are a statistical function in favour of dimensional measurement. 3. All differences are statistically irrelevant, that means that, there are no statistically significant differences between the grading averages of the experimental group of (Children with minor intellectual disabilities) in post and tracing measurements of daily life skills (Dimensions and overall grade), these results mean that grades of and ranks of grades of the experimental group in the tracing measurement of daily life skills did not differ from grades and ranks of grades of their post-measurement, and this indicates the continued positive impact (improvement of daily life skills) of the program used after a period of completion.