Abstract
The study aims at investigating the effect of using the mental mapping on the educable intellectually disabled students academic achievement in Rafha province in the Kingdom of Saudi Arabia. The researcher used the two-group experimental design with experimental and control groups. The study sample is restricted to the educable intellectually disabled students in the fifth grade in Rafha province in 2019. The sample consists of 18 students distributed into an experimental group with eight students and a control group with ten students. The researcher prepared the educational plans using mental maps for the two groups in addition to an academic achievement exam. The reliability was found by using the Kuder-Richardson Formula, and the Reliability Value was (0.90). By the end of the experiment, tests were conducted upon the two groups. After statistically processing the data using the t-test for two independent samples, the results showed the existence of statistically significant differences between the mean of the experimental group which studied using the mental mapping of concepts and the mean of the control group which studied using the ordinary learning methods in favor of the experimental group. Thus, the researcher highly recommends the using of the mental maps in teaching the educable intellectually disabled students.