الفهرس 
مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 218 |  |  |
| | | from | 218 | | |
المستخلص
Hearing impairment is considered as one of the main problems, which the child objects in his life during hearing, the child can realize the world. The child also gain the information about his environment during hearing. Hearing also has a great influence on the development of social and language abilities.
Communication and language development, which are considered the main ways for developing other social, academy and cognitive skills, are based on the degree of hearing and its efficiency to do its function.
Consequently, the most dangerous results owing to hearing impairment are the appearance of language disorders. The intensity of these problems is usually based on the degree of hearing. Hearing impairment has a negative effect on all fields of language development. Without intensive training , healthy language development won’t develop concerning the child who suffers from hearing impairment .
Language disorders are the most dangerous problems which hard of hearing children suffer as a result of this hearing impairment.
Hearing impairment leads to troubles in language such as language delay, expressive language and receptive language disorders. Therefore, we need to treat these disorders.
Consequently, language disorders spread clearly into hard of hearing children and it is one of the most widely spreading disorders compared with other disorders. Therefore, we need to overcome and treat these disorders, in order to improve the level of social communication with community.
Therefore, we need to introduce a training programs to those children in order to reduce language disorders and improve their social communication skills which study aims to.
Problem:
Language disorders are the most widely spreading disorders into hard of hearing children. Then these disorders have a negative effect on their language abilities and their communication. Consequently process of treatment these disorders play an important role in developing language and communication.
Hence, training programs based on multiple approaches are more component in reducing language disorders and developing their social communication skills.
Therefore, problem of the current study can be formulated as follows:
-Can the training program reduce language disorders in children with hard of hearing? Is it possible for this program to improve the level of their level of their social communication skills?
Aims of the study:
The present study aims to develop a training program to alleviate some of the language disorders in hard of hearing children and its usefulness in easing some of the language disorders, and the reflection on the social communication skills.
Importance of the study:
The importance of the current study, with intake to try to alleviate some of the language disorders in children hearing impaired in the early stages of their lives using the training program, as the easing of some language disorders in children hearing impaired at an early stage of their lives give
them the ability to integrate with the ordinary and contribute effectively to improving the level of social interaction they have, and make them active individuals in the community…and which increases the importance of the study dealt with the category of great importance are children hearing impaired, who lack the basis of disability hearing a lot of social relationships that children gain normally through their interaction with the community in which they live.
This theoretical level, the level of applied study provides the training program can be used in alleviating some of the language disorders in children hearing impaired to improve their social communication skills.
Terms of study:
1-Hard of hearing children:
are the ones who have lost a part of their audio ability and as a result, they hear at a certain degree and also speak the language according to a certain level commensurate with the degree of their audio disability.
2-language disorders:
Language disorders in children Hearing impaired as a child’s inability to track planned and the normal sequence of the stages of language acquisition, and an impaired ability to acquire language as a result of the inability to hear , understand and grasp the language, resulting in a failure in the formation of concepts, verbal, and the difficulty in delivering messages to others, as well as difficulty in expressing personal needs.
3-Social communication skills:
Social communication skills in children hearing impaired as a child’s ability hearing impaired to communicate information they wish to impart verbally or non-verbally, as well as the ability to pay attention to the speaker and received messages of verbal and non-verbal than others and recognizing and understanding the significance of, and concern for others and the impact of their harmony and cooperation with them and provide Help them, and the child’s ability hearing impaired control in a flexible manner in the conduct verbal and nonverbal emotional, especially in positions of social interaction with others and amended in line with what occurs to those positions of developments to achieve the goals of the individual, in addition to learning social behavior appropriate for the position.
Sample:
The study sample consists of (14) of hearing impaired children between the age of (6-9) years, divided into two groups:
-The experimental group: it consists of (7) hearing impaired children from the training program has been applied to them.
-The control group: it consists of (7) hearing impaired children not exposed to the training program.
Instrument:
1-Language disorders scale (prepared by the researcher).
2-Social communication skills scale (prepared by the researcher).
3-Training program (prepared by the researcher).
Hypotheses:
1- There are significant statistically differences in the mean degrees of both experimental and control group on language disorders scale and its dimensions after conducting the program in favor of the experimental group.
2- There are significant statistically differences in the mean degrees of the experimental group on the language disorders scale and its dimensions in the pre and post test in favor of post-test.
3- There are no significant statistically differences in the mean degrees of the experimental group on the language disorders scale and its dimensions in post- test and follow-up.
4- There are significant statistically differences in the mean degrees of both experimental and control group on social communication skills scale and its dimensions after conducting the program in favor of the experimental group.
5- There are significant statistically differences in the mean degrees of the experimental group on social communication skills scale and its dimensions in the pre and post test in favor of post-test.
6- There are no significant statistically differences in the mean degrees of the experimental group on social communication skills scale and its dimensions in post- test and follow-up.