الفهرس 
مفهوم الأعاقة السمعيةيوجد فقط 14 صفحة متاحة للعرض العام
المستخلص
The talented special needs children have faced a clear degree of ignoring although many of them have high potentials and excellent skills. Since the sense of hearing is very important in the everyman’s life, losing this sense affects one’s personality greatly. Hence, discovering the talented children with hearing impairment is a highly problematic issue. The Multiple Intelligences Theory has wide implication in the field of special education. It focuses on a wide range of possibilities and shows the defects and impairment as symptoms. Using this theory enables the educators to deal with the impairment children as persons who have points of strength in many fields of intelligent and talents.
Aim of the study:
The study aims at discovering the talented children with hearing impairment using the teachers’ scores based on the basis of Multiple Intelligences Theory, and comparing their percentage with that of talented children with hearing impairment discovered by using the test of colored successive matrix, then developing the visual-spatial intelligence using a program based on the Multiple Intelligences Theory.
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The Importance of the study:
The importance of the study is clarified in:
(The Theoretical Importance)
1- The urgent necessity in using the potentials of the society and the energy of its members.
2- Discovering the talented persons in all fields.
3- Expanding the concept of talent to include all the fields of human genius and not to be only concerned with artistic or linguistic talent.
4- The ignoring that the hearing impairment persons had faced to their talents and energy, and the possibility of making use of these talents and developing it which can benefit them and their society.
5- Proving the effectiveness of Multiple Intelligences Theory in discovering the talented children with hearing impairment.
6- The study is considered to be one of the foremost Arabic studies – as the researcher thinks – in discovering the talented children with hearing impairment.
(The Applied Importance)
1- Helping those who work in the field of special education in discovering the talented children with hearing impairment.
2- Designing and applying a program to develop the visual-spatial intelligence for hearing impairment children.
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3- Helping those who work in the field of special education in discovering the multiple intelligences profiles for hearing impairment children.
Problem of the study:
The scientific studies that dealt with the idea of talent concerning the hearing impairment children have pointed out that those children have many kinds of talent. Since the traditional intelligence scales have faced many criticisms concerning their capacity in showing the persons’ intelligence or in using them as a criterion to discover the talented persons, the Multiple Intelligences Theory has emerged to demonstrate a new concept of human intelligence. Hence, the problem of the study can be identified in the following question:
What are the most suitable aids to be used with hearing impairment children? To what extent can their special talents be developed using the activities based on the multiple intelligences?
Methodology of the study:
The study uses the descriptive approach to discover the talented children with hearing impairment, as well as the experimental approach to investigate the effectiveness of a program to develop the visual-spatial intelligence on developing the visual-spatial intelligence of hearing impairment children.
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Sample of the study:
The study is applied on the pupils with hearing impairment of the third, fourth, fifth and sixth grade primary stage at (Al- Amal Institution for Deaf and Hearing Impairment) at the city of Banha, Al- Qualiobia Governorate. The sample of the study consists of (64) pupils (31 male – 33 female), with ages range between (7.5 – 10.6 years).
Tools of the study:
1- Test of colored successive matrix prepared by John Rafin, kerned by Emad Ali (2013)
2- The family socio-economic scale prepared by Abd Al-Aziz Al-Shakhs (2013)
3- Teele’s list for multiple intelligent prepared by Sue Teele, translated by Ezo Afana and Naela Al-Khazendar (2004)
4- Test of multiple intelligences for hearing impairment children prepared by the researcher.
5- Program of developing the visual-spatial intelligence prepared by the researcher.
Statistical Methods:
1- Average and Deviation Standard
2- The correlation coefficient (Berson)
3- The rank correlation coefficient (Sperman)
4- ”Z” test
5- Analysis of single variance
6- Post comparisons using the method of (less difference)
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7- ”T” test for independent samples
8- Mann- Whitney Test.
9- Wilcoxon Test
Results of the study:
The results of the study can be summarized as following:
1- There are statistically significant differences between the average of the talented children with hearing impairment discovered by multiple intelligent, and the average of the talented children with hearing impairment discovered by the successive matrix. The percentage of increase is (25%) for the benefit of multiple Intelligences.
2- There are no statistically significant differences between the average of the pupils’ scores in the third, fourth, fifth and sixth grade at the visual-spatial intelligence, the physical-motor intelligent, the musical intelligence, the intrapersonal intelligence and the natural intelligence.
3- There are statistically significant differences in the linguistic intelligence in the average of the pupils’ score between the third and fifth grade for the benefit of the fifth grade, between the third and sixth grade for the benefit of the sixth grade, between the fourth and the fifth grade for the benefit of the fifth grade, and between the fourth and sixth grade for the benefit of the sixth grade.
4- There are no statistically significant differences in the logical-mathematical intelligence between the average of
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the pupils’ score in the third and the fourth grade, the third and the fifth grade, the fourth and the fifth grade, and the fifth and the sixth grade. Whereas, There are statistically significant differences in the logical-mathematical intelligence between the average of the pupils’ score in the third and the sixth grade for the benefit of the sixth grade, and the fourth and the sixth grade for the benefit of the sixth grade.
5- There are no statistically significant differences in the interpersonal intelligence between the average of the pupils’ score in the third and the fourth grade, and the fifth and the sixth grade. Whereas, There are statistically significant differences in the interpersonal intelligence between the average of the pupils’ score in the third and the fifth grade for the benefit of the fifth grade, between the third and the sixth grade for the benefit of the sixth grade, between the fourth and the fifth grade for the benefit of the fifth grade, and between the fourth and the sixth grade for the benefit of the sixth grade.
6- There are no statistically significant differences between the average of the male and female pupils’ scores at the linguistic intelligence, the logical-mathematical intelligence, the visual-spatial intelligence, the intrapersonal intelligence, the interpersonal intelligence and the natural intelligence.
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7- There are statistically significant differences between the average of the male and female pupils’ scores at the physical-motor intelligence for the benefit of the male pupils, and the musical intelligence for the benefit of the female pupils.
8- There are no statistically significant differences between the average of the pupils with simple hearing impairment, the pupils with mild hearing impairment, and the pupils with strong hearing impairment at the linguistic intelligence, the visual-spatial intelligence, the physical-motor intelligence, the intrapersonal intelligence, the interpersonal intelligence and the natural intelligence.
9- There are statistically significant differences in the logical-mathematical intelligence between the average of the pupils with simple hearing impairment and pupils with mild hearing impairment for the benefit of the pupils with simple hearing impairment, and between the average of the pupils with simple hearing impairment and pupils with strong hearing impairment for the benefit of the pupils with simple hearing impairment.
10- There are statistically significant differences in the musical intelligence between the average of the pupils with simple hearing impairment and pupils with mild hearing impairment for the benefit of the pupils with simple hearing impairment, and between the average of the
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pupils with simple hearing impairment and pupils with strong hearing impairment for the benefit of the pupils with simple hearing impairment.
11- There are no statistically significant differences between the rank average of the children who have deaf parents or at least one parent, and the children who have normal parents in the linguistic intelligence, the logical-mathematical intelligence, the visual-spatial intelligence, the physical-motor intelligence, the musical intelligence, the intrapersonal intelligence, the interpersonal intelligence and the natural intelligence.
12- There are no statistically significant differences between the rank average of the children who have Socio-economic level of the average, the rank average of the children who have Socio-economic level of above the average.
13- There are statistically significant differences between the rank average of the children in the experimental group in the successive matrix test and the visual-spatial intelligence test before and after applying the program for the benefit of the post measure.
14- There are no statistically significant differences between the rank average of the children in the experimental group in the successive matrix test and the visual-spatial intelligence test, one month after applying the program.
Faculty of Education
Special Education Department
Using Multiple Intelligences Activities in Discovering and Development of some Special Talents of Children with Hearing Impairment
A Dissertation Submitted by
Ahmed Abo El-Fotoh Maghawry
To Obtain the master Degree in Education
(Special Education)
Supervised by:
Prof. Dr.
Abd Al-Rahman Sayed Soliman
Professor of Special Education
The Former Head of Special Education Department
Faculty of Education – Ain Shams University
Dr.
Mohamed Mostafa Abd Al- Razik
Lecturer of Psychological and Educational Sciences