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المستخلص Introduction: Have university education increased attention in most developed societies and developing alike, as a strategic balance that nourish community and all needs of human resources, which the community needs it for the advancement of the burdens of development in various fields of life is the issue of care for those with visual impairment universities of the most important educational issues; where The basis of the development, it is through the philosophy of care visually handicapped students university education is managed and directed the university students to serve the visually handicapped. The university and it is an institution mandated to care for those with visual disabilities and provide them with practical and scientific culture qualified for the job market. Vlhma constitutes students who teach they have visual impairment major challenge for university education, not only in terms of the need for structural adjustments suit different needs in the university buildings where he taught these students, Students Visually impaired need special material and human potential, was a trade-off between to prepare Centers especially to provide care for this category or keep their services linked to the various offices and units of the university. Appealed universities to establish an independent centers to provide care for people with visual disabilities. The problem of the study and questions: Lies the problem of the study in the difficulties facing students with disabilities visually while they are receiving their education university, in spite of the presence of people with visual disability care centers based on the students visually impaired to meet all kinds of support services during their university, and after graduation, and since the establishment of these centers in 1981 has not been any study to the knowledge of the researcher to determine the level and nature of the services provided to students of the visually impaired. To achieve this, the study will try to answer the following questions: Q 1. What conceptual framework for the centers care for those with visual disabilities universities? Q 2. What about the experiences of some countries to people with visual disabilities universities care centers? Q 3. What efforts Egyptian universities to take care of people with visual disabilities? Q 4. What is the reality of support services provided by the care of people with visual disabilities Egyptian universities centers? Q 5. What perception proposed to develop care centers for people with visual disabilities Egyptian universities in the light of the experiences of some countries? Objectives of the study: 1. Find out the philosophy and goals of care centers and services for people with visual disabilities in universities, in addition to the identification of global developments to care for them, and the difficulties faced by these centers. 2. Monitor the experiences of some countries on care for people with visual disabilities university centers. 3. Identify the care of people with visual disabilities Egyptian universities efforts. 4. a field study about the reality of support services provided by the care of people with visual disabilities Egyptian universities centers. 5. conceived proposal for the development of care centers for people with visual disabilities Egyptian universities in the light of the experiences of some countries. The limits of the study: The study consisted limits in the following limits: 1. objective limits: The present study addressed some elements of the system of care centers for people with visual disabilities, namely: goals, and administrative structure of the Centre, and care services centers for people with visual disabilities of: acceptance services, library services, and career guidance services, and technology services to help the visually impaired. 2. Spatial border: This study was limited to the application for the visually impaired care centers following universities: (Ain Shams, Cairo, Tanta).. Study methodology and tools: According to the nature of the current study, the researcher used the descriptive approach, to address the theoretical framework by identifying the philosophy and the difficulties of care for those with visual disabilities Egyptian universities, and the developments that have made the need for the university care for people with visual disabilities, and stand on support services for care centers with visual disabilities, and display the most important experiences of some countries in the development of care for those with visual rogue centers and universities The study is based on the design of tools, one questionnaire to get to know the views of students with visual impairment on the reality of support provided by the care for those with service centers visually impaired universities, and other interview codified form around saw workers centers care for those with visual disabilities universities on the adequacy of the services provided by the center. Terms of the study The study uses the following definition of the centers care for those with visual disabilities: Are those of the centers the university which is based on care for those with visual disabilities through the provision of support services, whether educational, social or professional through with visual disability centers officially called ”blind care centers” in Egyptian universities. chapters of study The study included six chapters, like the following: The first chapter: General framework for the study Includes: Introduction to the study, the problem of the study and questions, objectives and importance of the study, the study methodology and limitations, the study terms, the previous studies, and a general comment on the previous studies. The second Chapter: Care centers for those with visual disabilities universities ”conceptual framework” Include: care centers for those with visual disabilities universities (definition, and philosophy, and goals), and global developments to care for those with visual disabilities university, and support services centers care for people with visual disabilities, difficulties faced by care centers for people with visual disabilities universities. The third chapter: Some countries around the experiences of people with visual disabilities universities care centers. Includes: the study of both the United States, the United Kingdom and experiences through the presentation of two models of care for those with visual disabilities university centers, and offer lessons learned and the similarities and differences and to benefit from these experiences. The four chapter: Care efforts for those with visual disabilities Egyptian universities Include: the size of visual disability in Egypt, the evolution of care for those with visual disabilities in universities, and the philosophy of care for those with visual disabilities university, care for those with visual disabilities difficulties at the university. Then offer two models of care centers visually impaired at Ain Shams University and the University of Tanta, then show the similarities and differences between the comparison and the Arab Republic of Egypt states. The fifth chapter: The reality of support services provided by the care centers for those with visual disabilities Egyptian universities Includes: Field goals of the study, field study tools, community and study sample, steps to build the two tools of the field study, the two tools sincerity of the study, the stability of the questionnaire, and statistical treatment, ”SWOT” environmental analysis, and the results of the study. The sixth chapter: Imagine a proposal for the development of care centers for people with visual disabilities in Egyptian universities. Includes: perspectives proposed perception, philosophy and objectives of the proposed scenario, the foundations and pillars of the proposed visualization, axes proposed visualization and application requirements, the application of the proposed mechanisms of perception. Summary results of the study: The field study revealed that a group of the most important results: 1. Objectives of the care centers for people with visual disabilities omitted some special needs of students with disabilities visually aspects. 2. limited support provided services for the visually impaired students, which are limited to assistive technology. 3. a lack of awareness and training and education programs for officials of the centers of the special needs of the visually impaired students that contribute to their success academically, socially and professionally. 4. The absence of co-worker with the various departments of the university to provide facilities in line with the needs of the visually handicapped students.. 5. Lack of coordination and organization of statistical data of people with visual disabilities, which is an important element of the follow-up and development. 6. withdrawal visually disabled students to participate effectively targeted the library because of the weakness in the provision of assistive technology, and lack of availability of books and scientific magazines in Braille. 7. limited university activities practiced by visually handicapped students inside and outside the center. 8. weakness in scholarships for students visually impaired. 9. The lack of specialists in the field of care centers visually impaired people with visual disabilities universities |