الفهرس 
المدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 318 |  |  |
| | | from | 318 | | |
المستخلص
Introduction
Recently the attention to people with special needs is of the most modern international trends that gained a considerable interest in most global countries in order to live a normal life of dignity and according to their rights and break their isolation that separate them from their society. Life skills term is of the modernist terms used in the field of mental health in general and in the field of special education in particular life skills are important for us in our normal life thus individuals with special needs are in gross need of life skills and in order to be more adaptable and integrated with society besides the scientific and technological progress emphasizes the need to provide an acceptable level of life and environmental skills for individuals with special needs so that they can adapt and coexistence and interact with others.
Study Problem:
Through my work as a teacher in AL-AMAL school for the Deaf and Hard of Hearing in Benha and according to my actual and realistic experiences with them and also to my scientific and practical experiences I noticed the poor level of life skills in the hearing impaired and found that there are many difficulties and problems facing teachers when trying to provide deaf students with those life skills in terms of their abilities and potentials.
I found that there are significant shortage in some life skills in deaf students such as communication social problem solving skills time perception and using computer skills.
So the problem became evident and the researcher took it upon herself to work on developing these skills in terms of such proverb ”Do not give him a fish to eat but give him hook to hunt life along ” Providing rich stimulus environment and practical and scientific expertise through rich training programs with appropriate activities to the hearing impaired potentials and capabilities lead to develop of his personality and assisted him on his interaction and integration with the surrounding environment and interact with others.
2
Summary
Study Objectives:
1- Identify the most important and necessary life skills for deaf children.
2- Develop various of life skills (using computer skills - communication skills - time perception skills- social skills - problem solving skills) to hearing impaired.
3- Detect the effectiveness of the training program in developing some life skills in deaf children aged (9-12) and examine the stability on the same experimental study group during the follow-up period.
Study Importance:
The importance of the current study lies in dealing with vital and realistic problem in many hearing impaired. The importance of the current study is:
A - Theoretical importance.
B - Practical importance.
A - Theoretical Importance
The current study contribute to provide some facts and information about the possibility of developing of everyday life skills using the suggested training program among a sample of deaf included and segregated students.
B - Practical Importance
1- Prepare a program to develop some life skills in deaf students; to help them in those skills to develop their personality aspects and to instill self-reliance and to be autonomous in dealing with their community and organize their time and acquiring the skills makes them interact with others.
2- Facilitate the process of integration for deaf students with their normal peers; preparing them for integration with society as a whole in a positive way and through training on different life skills (using computer skills - communication skills – time perception skills - social skills - problem solving skills).
3- Draw parents, teachers and school administration attention to focus on developing life skills which will reflect positively on the adaptation and integration of deaf in community.
3
Summary
4- Increase the attention paid to children with hearing disabilities and their care and meet their need for continuing in the programs that help them to integrate into their society.
Study Terms:
The main terms of the current study are as follows:
1 - Training Program :
A number of activities and tasks that students are trained to in order to develop some daily living skills and to provide such activities and tasks through specific sessions in time and space for hearing impaired students.
2 - Daily living Skills :
Skills are required for success and deal with humans daily life demands (Moataz Obeid 2008: 21)
The operant definition: daily living skills procedurally are a set of behaviors and activities and skills that must be acquired by the hearing impaired in order to be able to rely on himself to meet the requirements and needs includes regular daily to ensure interaction with people in his environment adequately. The researcher concentrated on such skills (using computer skills - communication skills – time perception skills - social skills - problem solving skills).
3 - Hearing impairment :
It’s a general term refers to the lack of the ability to hear (hard of hearing) who may range from mild to severe and include two sub-categories are Deaf and Hard of Hearing (Farouk Sadek 2010: 107).
4 - Deaf Child :
A child who cannot hear and speak as a result of a dysfunction in his auditory system or nervous system let him unable to respond naturally for educational purposes and social auditory environment unless using communication methods that rely on other senses.
The operant definition: A child who reaches the degree of hearing loss more than 90 dB and chronological age ranges between ”9: 12” years.
4 - Mainstreaming:
Intended inclusion in which the handicapped live safely and feel his presence and value as a member of his family and achieve a degree of
4
Summary
compatibility and integration of his personal and social development , besides continue in school classroom with his normally developing peers and benefit alike as other students of all educational and educational and academic services and recreational and medical sports and find opportunities to work with the rest of normally developing peers in various professional institutions each according to his abilities and potentials (Zeinab Shokier 2002: 19 - 20).
The researcher means with mainstreaming in the current study the deaf classes in regular schools.
Specific of study:
The present study determined the following:
Study Approach:
The quasi-experimental approach where the training program is the independent variable and developing life skills represents the dependent variable.
Study sample:
It consists of (32) boys and girls (n. 16) children from deaf students enrolled in one of regular schools classroom called included students and (16) children from deaf enrolled in Al-AMAL school for the deaf and called group segregated aged (9 - 12) years.
Place Limitations:
Al-AMAL school for the deaf and Hard of Hearing Benha Fatima AlZahraa Primary School of the Department of Minya Al-Kamh Al-Sharkia governorate which includes classes for deaf students.
Study Tools:
1- Draw - man - test for Goodnough-Harris (Translated and prepared by: Mustafa Fahmy 1979).
2- Data collection form for deaf children (prepared by the researcher).
3- Life Skills Scale (prepared by the researcher).
4- Life-skills program (prepared by the researcher).
Statistical Methods:
The researcher used the appropriate statistical methods in light of the nature of the study, its variables and sample:
5
Summary
Mann-Whitney Test
Wilcoxon Test
Mean and Meadian calculation through using the statistical software package known as SPSS .
Study Results:
The current study found the following results:
1- There are significant statistically differences between the mean scores of deaf children the experimental group(included) (A) on Life skills Scale (using computer skills - communication skills – time perception skills - social skills - problem solving skills) before and after applying the program in favor of the posttest.
2- There are significant statistically differences between the mean scores of deaf children the (included) (A) and control group (A) on Life skills Scale (using computer skills - communication skills – time perception skills - social skills - problem solving skills) after applying the program in favor of the experimental group.
3- There are no significant statistically differences between the mean scores of deaf children the experimental group(included) (A) on Life skills Scale (using computer skills - communication skills – time perception skills - social skills - problem solving skills) after applying the program and the follow-up period.
4- There are significant statistically differences between the mean scores of deaf children the experimental group(segregated) (B) on Life skills Scale (using computer skills - communication skills – time perception skills - social skills - problem solving skills) before and after applying the program in favor of the posttest.
5- There are significant statistically differences between the mean scores of deaf children the (segregated) (B) and control group (B) on Life skills Scale (using computer skills - communication skills – time perception skills - social skills - problem solving skills) after applying the program in favor of the experimental group.
6- There are no significant statistically differences between the mean scores of deaf children the experimental group(segregated) (B) on Life skills Scale (using computer skills - communication skills – time perception skills - social skills - problem solving skills) after
6
Summary
applying the program and the follow-up period.
7- There are significant statistically differences between the mean scores of deaf children the experimental group (included) and (segregated) (A, B) on Life skills Scale (using computer skills - communication skills – time perception skills - social skills - problem solving skills) after applying the program in favor of the included group (A).
The results of the study verify that all hypotheses of the study achieved which shows the effectiveness of the training program in the developing life skills in a sample of deaf included and segregated students.