The effectiveness of integrating the E-Portfolio and the (4MAT) model in developing diagnostic and therapeutic professional competencies for field training students, Department of Language and Speech Disorders, Faculty of Special Needs Sciences, Beni Suef University

The current study aimed to identify the effectiveness of using the effectiveness of merging the electronic achievement file, and the McCarthy model to develop some diagnostic and therapeutic competencies for students with speech and speech disorders for students of the field training course at the Department of Language and Speech Disorders, Faculty of Special Needs Sciences, Beni Suef University. The sample of the current study is 26 students from the specialization of language and communication disorders, an academic track (English and Arabic), and to achieve the objectives of the study, then the preparation of the diagnostic and therapeutic competency card, the electronic achievement file card, and the specialized student guide for preparing the electronic achievement file, and the results of the study resulted in the following:                               
  1-There is a statistically significant difference at the level of significance (00≤0.05) between the mean scores of the specialist students in the pre and post application of the diagnostic and therapeutic professional competency scale for the electronic communication achievement file for field training students, in favor of the post application.                              
  2-There is no statistically significant difference at the level of significance (00≤0.05) between the average scores of the specialist students in the post and follow-up application of the diagnostic and therapeutic professional competency scale for the electronic communication achievement file for field training students.                                                                        
3-There is a statistically significant difference at the level of significance (00≤0.05) between the average scores of the specialist students in the tribal and remote application of the diagnostic and therapeutic achievement level scale of the McCarthy model or the formats for the specialist students in the Department of Language and Communication Disorders, Beni Suef University.                                                                                   
 4-There is no statistically significant difference at the level of significance (00≤0.05) between the average scores of the specialist students in the post- and follow-up application of the diagnostic and therapeutic achievement level scale of the McCarthy model or the formats for the specialist students in the Department of Language and Communication Disorders, Beni Suef University.  
In light of the results of the study, the researcher recommended the students of the Department of Language and Communication Disorders to use the electronic achievement file by employing the McCarthy model (formats) and circulating it to the college departments and colleges of the university.