الفهرس 
الفصل الأول: مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
God Almighty distinguished man from other creatures with great abilities in social communication with the social milieu in which he lives, and if it were not for man’s abilities and qualifications to communicate to stop his life he is a social being, and communication is the means of the individual to convey his experiences, opinions, and views To others, and at the same time, communication is the means of others to transfer their experiences and perspectives to this individual.
In childhood, the child is formed by his or her linguistic vocabulary, which consists of the words or linguistic concepts that the child understands when presented to him in written form or when he hears them spoken or reveals this understanding in any way, as if he refers to the picture or concept that is presented to him or other ways that can Can be inferred from his understanding of the word or concept (Al Said., 2000, 36).
The hearing impairment at this stage of the most important consequences is the lack of language and linguistic delay, and the understanding of language and language and the clarity of speech and the degree of auditory loss, hearing impaired children suffer from language problems of varying degrees, such as hearing low voices and understand what is going on around them from discussions and problems of decreasing number Vocabulary, and difficulties of linguistic expression (Al-Qureaiti, 2005, 320-321).
The linguistic development of the child reflects the context of his cognitive development, which proceeds in successive stages. Language skills represent one of the applications of general cognitive skills in the field of communication. Accordingly, cognitive development is a necessity and a prerequisite for linguistic growth. Language understanding is an important part of linguistic ability It includes knowledge of the language and its understanding and plays an understanding of the vocabulary plays an important role in addition to the understanding of paragraphs and sentences and has been given to this aspect several names are the most common is the name of the linguistic factor (Abu Hatab, 1987,291) includes language understanding both ”understanding of vocabulary, Linguistic, metaphors and proverbs Antibodies, verbal similars ”(Doughan, 1998.80).
Helping children with hearing impairments to produce a strong language provides them with the foundation necessary for this child to grow in a similar way to his peers in all areas of growth (Whitney, 2014,6).
That the child at this stage, which begins audio-verbal treatment has a language age less than the age of time, this disparity is what should be avoided by treatment, that must progress language to be equivalent to at least the linguistic level of peers of ordinary children and one of the objectives of audio treatment - Verbal, is to enable the child to overcome linguistic delay (Tracy, 2002,29).
A child needs to establish the foundations of his social self-formation, which is defined as the perceived ability to develop and strengthen social relationships that enhance the individual’s satisfaction and protect him from stressful events (Raskauskas et al., 2015).
Therefore social unrest and lack of sense of social security negatively affect the ability to solve social problems as shown in the efficiency of alternative solutions to the tasks of solving social problems and efficiency of performance, in addition to the depression and social violence leads to low social efficiency and skills to solve social problems (Aladdl, 2001, 121) .
There is no doubt that hearing impairment affects the different developmental aspects of individuals and influences the linguistic, psychological, social, cognitive and academic development (Zureiqat 2003.5)
In the first age of the child determines the degree of safety of the body and the senses of the individual and therefore we have to ensure the safety and early intervention if there is any deficiency or weakness or damage in the organs or senses, if it was confirmed the presence of complete or total hearing loss in the child was in the past There is no treatment to make the child hear, so he was treated as deaf until the cochlear implants, which are the latest findings of the science, appeared to those who suffer from complete or almost complete hearing loss in the ears, which the hearing aids - despite their progress - are unable to compensate Their auditory loss, and the lack of auditory residues at Hull , The researchers discovered a means to stimulate the auditory nerve by a pole implanted in the inner ear. In this case, the sound is received by a small speaker placed behind the ear, and then the sound is converted to be processed with technology to simplify it so that it is easy to recognize. An electronic cochlea on patients with hearing loss gained after learning the language following an accident or illness. These had an auditory memory for sounds. The next step was cochlear implantation on young children. This step is more difficult in terms of hearing and language rehabilitation after surgery , 2006, 124-125).
It was found that the views of children with hearing impairment acquired and congenital after cochlear implantation were similar, and the performance of children with hearing impairment after the language acquisition phase, in which cochlear implant was performed on all measurements, Differences among children also disappeared over time, and the best performance was in children with cochlear implants before the age of four (Mc Corniki & Archbold, 1995, 18).
It is also noted that cochlear implants resort to withdrawal in most social situations and to distance themselves from participation with their peers to an effective degree that helps them to build social relations and promote healthy social upbringing.
Based on the above, the researcher sees the need to prepare a training program that develops linguistic understanding in the cochlear implants that benefit them in social situations
Problem of the study:
Through the study of previous studies related to the field of hearing disabilities such as the study of Makawi, 2017, Shishnawi, 2017, Saeed, 2016, Abdul Budai, 2016, Dweik, 2016, who showed the following:- Most of these studies focused on the development of programs for cochlear implants for the development of receptive and expressive language without looking at raising the level of linguistic comprehension in the cochlear implants to increase the effects of language.
- These studies focused on building programs for cochlear implants for the development of receptive and expressive language, which focused on the storage of vocabulary and increase the vocabulary of the language and did not focus on understanding the context of meanings and the correct connection to them and the choice of the appropriate and the order of ideas.
- There are training programs for the development of audio skills and audio memory and that is why it showed the need for cochlear implants to raise the level of their linguistic output.
- Studies highlighted the presence of weakness in the social interaction in the children of cochlear implants and characterized their behavior by withdrawal and introversion due to weak linguistic outcome.
from the reality of working in the field of communication and care for children with hearing disabilities and cochlear implants, the suffering of children of cochlear implants was monitored from the low level of linguistic comprehension when understanding the context of speech and the correct connection and choice of the appropriate person. This resulted in a lack of interaction with others and their transformation into an introverted person Personality withdrawal in most social situations, especially when the child reaches school age, the problem increases with him in social situations, he needs a program that develops his auditory skills in social situations and can formulate the problem in the following main question:
What is the effectiveness of a training program for the development of linguistic understanding and its impact in improving social interaction in children of cochlear implants?
This main question stems from the following sub-questions:
1. Are there differences between the experimental group and the control group in the post measurement of linguistic comprehension?
2. Are there differences between the experimental group in the pre and post measurement of linguistic understanding?
3. Are there differences between the experimental group in the post-measurement and follow-up of linguistic understanding?
4. Are there differences between the experimental group and the control group in the dimensional measurement of social interaction?
5. Are there differences between the experimental group in the pre and post measurement of social interaction?
6. Are there differences between the experimental group in the post-measurement and follow-up of social interaction?
Study objectives:
The present study aims to:
1. Developing the level of linguistic understanding in children of cochlear implants.
2. Preparation of a training program to develop linguistic understanding and its impact on improving social interaction in children of cochlear implants.
3. Improve the level of social interaction in children of cochlear implants.
Importance of the study:
The present study represents a new addition in the field of hearing impairment in children.
I: Theoretical importance:
This study is considered one of the new and recent studies in the field of linguistic understanding, especially for the cochlear implant group in the primary stage. The study seeks to provide a training program for the development of linguistic understanding and its impact on improving social interaction among children with cochlear implants. The severe defect of the cochlear implant group is at the level of linguistic comprehension, whether In receptive or expressive language and in their level of social interaction, they urgently need a program to improve both linguistic comprehension and social interaction.
II: Practical importance:
1. Employing and activating a scale of linguistic comprehension as an effective tool in determining the level of linguistic understanding among children of the primary stage for cochlear implants.
2. Training students with cochlear implants through a program to develop linguistic understanding and its impact on improving social interaction among children with cochlear implants.
3. The training program can be benefited from by including it in the auditory rehabilitation programs for children with cochlear implants.
4. Shedding light on a training program for developing linguistic understanding and its impact on improving social interaction among children with cochlear implants.
Study Terminology
training program:
Is a set of training activities designed in light of the scientific and educational foundations preceded by an organized plan in the light of the objectives and contents and strategies clear in order to provide the child with expertise and information.order to provide the child with expertise and information.
Language understanding:
It is a set of skills that include listening, understanding and using language. It is defined as a person’s ability to understand communication, which is known as comprehension. It includes word understanding, sentence understanding, verbal command understanding, and paragraph comprehension. It is measured procedurally by the degree that the child obtains on the linguistic comprehension scale used in the study.
Social interaction:
It is a process of participation between individuals through daily life situations, and it is useful in establishing relationships with others in the context of the psychological field. (Abdullah, Adel, 2003).
Cochlear implantation:
It is an electronic device surgically implanted under the skin behind the ear that helps to sense the sound for people who suffer from severe hearing loss at a degree of (50 decibels and above) and differs from hearing aids that amplify the sound as this device works to stimulate the auditory nerves located inside the cochlea.
Study Limitations
The present study is limited by its methodology, study sample, characteristics, tools, hypotheses and the statistical methods for data processing, in the following manner:
A- Human determinants:
The study sample was chosen from primary school students from the age of (8.08) years to (9.75) years, the average chronological age (8.746) years and a standard deviation of (0.518), and those who obtained lower scores in the application of the linguistic understanding scale and the social interaction scale from schools The primary stage in Beni Suef Governorate, Arab Republic of Egypt, and consisted of (16) children who were divided into two groups, an experimental group of eight children who were exposed to the training program and a control group of eight children who were not exposed to the program, and the duration of the application of the study program within (13) weeks, at (( 3) Sessions per week, the session duration ranges from (25-45) minutes depending on the content of each session, during the first semester of the academic year 2019/2020.
B- Methodological Determinants:
Study Methodology: The researcher used the quasi-experimental method for its suitability to the nature of the research.
Data collecting tools (study tools):
- Language Test Language (Prepared by Khalaf Al-Deeb Osman, 2003)
- Social Interaction Scale (Abdullah Mohammed, 2003(
- Training program to develop audio skills and improve the social interaction of students of primary stage with cochlear implant (preparation by the researcher)
1. Statistical methods:
The appropriate non-parametric statistical methods were used to verify the validity of study hypotheses, including:
• Mann Whitney U test used to measure the significance of differences among unrelated ranks.
• Wilcoxon signed-rank test has been used to measure the significance of differences among related ranks.
• Statistical data were collected using the Statistical Package for the Social Sciences (SPSS) V.12.
Study Hypotheses
Study hypotheses included the following:-
1- There are statistically significant differences between the mean scores of the experimental group and the control group in the post-measurement of linguistic understanding in favor of the experimental group.
2- There are statistically significant differences between the mean scores of the experimental group in the pre and post measurement of linguistic understanding in favor of the post measurement.
3- There are no statistically significant differences between the mean scores of the experimental group in the post and follow-up measurement of linguistic comprehension.
4- There are statistically significant differences between the mean scores of the experimental group and the control group in the post-measurement of social interaction in favor of the experimental group.
5- There are statistically significant differences between the mean scores of the experimental group in the pre and post measurement of social interaction in favor of the post measurement.
6- There are no statistically significant differences between the mean scores of the experimental group in the post and follow-up measurement of social interaction.
Results:
This study reached the following results:
1- An improvement appears in the level of linguistic comprehension and its components, after the children of the experimental group were exposed to the sessions of the program, and there were statistically significant differences between the mean scores of the experimental group and the control group in the post-measurement of linguistic comprehension in favor of the experimental group.
2- Through the application of the program and the use of various techniques, there was an improvement in social interaction skills, which are represented in (exchange, confrontation, continuity, behavior intervention, mutual agreement). The differences were statistically significant between the mean scores of the experimental group and the control group in the dimensional measurement of social interaction. in favor of the experimental group.
3- After the experimental group was exposed to the program and by measuring the impact of the program on improving the level of linguistic comprehension, there were statistically significant differences between the mean ranks of the experimental group’s scores in the pre and post measurement of linguistic comprehension in the direction of the post measurement.
4- The results revealed that the children with cochlear implants were better in social development compared to their deaf parents without the cochlear implant, and the social interaction represented in the children’s participation in the program sessions together, so there are statistically significant differences between the mean scores of the experimental group in the pre and post measurement of social interaction. in the dimensional direction.
5- After three months of re-applying the linguistic comprehension scale to the experimental group, it was noted that there were no statistically significant differences between the mean ranks of the experimental group’s scores in the post- and follow-up measurement of linguistic comprehension except at the component (words understanding, and also in the total degree) and it was statistically significant at the level of 0.05 This is due to the children’s continuation of the auditory rehabilitation programs for cochlear implants, and it is also due to the natural child’s linguistic development.
6- The social interaction scale was also re-applied, and there were no statistically significant differences between the mean ranks of the experimental group scores in the post and follow-up measurement of social interaction.