الفهرس 
الفصل الأول: مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The current and past decades have witnessed a rapid expansion in many countries of the world of services and programs for therapeutic intervention for children with hearing impairments in general and for children with cochlear implants in particular. The shift in the philosophy of social welfare for people with special needs, in which special services in the natural locations of their ordinary peers are essential, and finally, the growing recognition that children who are cochlear implant have the right to equal opportunities with their ordinary peers to develop their potential.
This is demonstrated by the development of educational, educational and rehabilitation services related to hearing-impaired children and cochlear implants, which allow many cochlear implant children to benefit from the critical period of speech learning early in their lives.
In recent years, the activities of audio training have developed widely, given the need for those who have resorted to cochlear implants to benefit from these activities in intensive hearing treatment programs, as these programs rely on listening as a major force in improving the child’s abilities in many personal, social and academic aspects. And dealing with spoken language and speech with those around him in the community.
Study problem:
In the case of a person with special needs, she noticed that most children with cochlear implants have difficulty in hearing and understanding speech, which is due to their inability to distinguish auditory and to recall hearing speech, and this in turn affects their vocal awareness, and therefore the current study is seeking to present a program A language-based training to improve some of the auditory perception skills of this category, where auditory perception is one of the skills that help children understand and interact with what is going on around them, as well as to overcome their speech and speech problems. In addition, it works to improve the attention and learning process, because auditory cognitive skills such as (hearing discrimination, hearing memory, hearing closure) make the individual more aware and integrated with their peers. It allows him to communicate and communicate the message to the other party without confusion and enables him to recall many events that pass before him without forgetting them, so the lack of these skills leads to a shortage in the linguistic, social, academic and psychological aspects, in addition to affecting the process of voice awareness.
Consistent with the above, the problem of the study can be identified in the following two main questions:
(1) What is the effectiveness of the program based on language activities in improving some of the auditory-perception skills and its impact on the sound awareness of cochlear implants?
(2) What is the continuity of effectiveness of the program based on language activities to improve some of the auditory-perception skills and its impact on the sound awareness of cochlear implants?
Objectives of the study:
The main objective of the current study is to improve some of the cognitive skills (hearing discrimination-hearing recall-hearing closure) of cochlear implant children.
(1) To recognize the effectiveness of the program based on language activities in improving some of the auditory-perception skills and its impact on the sound awareness of cochlear implanted children.
(2) To identify the continuity of effectiveness of the program based on language activities to improve some of the auditory-perception skills and the impact on children who have their cochlear implants after completion.
Study importance:
The importance of the study is divided into theoretical and practical importance as follows:
Theoretical importance:
- Provide information to help people with special needs in general and with cochlear implants in particular with some language techniques and activities that enable them to improve some of the speech-perception skills of cochlear implant children.
- Highlight activities that help cochlear implants improve speech auditory-perception skills.
- To enrich the research heritage and the Arab library in the field of communication, people with special needs and psychological health by studying some of the auditory perception skills of cochlear implant children.
Application importance:
- Cochlear implant children with auditory-awareness skills problems need training programs that improve many of these skills so they can interact with their normal peers.
- To provide a language-based program for cochlear implant children to improve some auditory perception skills for those interested in, officials with special needs in general and children with cochlear implants in particular.
- Prepare a scale for some of the auditory perception skills of cochlear implant children
Study assignments
(1) There are statistically significant differences between the average grade levels of the members of the experimental and control groups in the auditory skills after the application of the program for the experimental group.
(2) There are statistically significant differences between the average pre- and post-grade grades in the auditory cognitive skills of members of the experimental group in favor of dimensional measurement.
(3) There are no statistically significant differences between the average post- and track-scale grades in the auditory cognitive skills of the experimental group.
(4) There are statistically significant differences between the average grade levels of the members of the experimental and control groups in the sound awareness skills after the implementation of the program.
(5) There are statistically significant differences between the average pre- and post-grade grades in the vocal awareness skills of members of the experimental group in favor of dimensional measurement.
(6) There are no statistically significant differences between the two mid-grades of dimensional and tracking measurements in the vocal awareness skills of the experimental group
Limits of study:
- Methodological limits: the pilot curriculum has been used to suit the nature and objectives of the study, drawing on the design of the pilot and control groups
- Human boundaries: The programme has been applied to a sample of 10 cochlear-farming children aged between 6-9 years.
- Spatial boundaries: The program was applied to the children of the Cawqa farms in the center of addressing Medina, which belongs to the city of Atfih-Giza governorate.
- Time limits: The program will be from (42) sessions of three sessions per week implemented over three and a half months from 1-10-2021 to 15-1-2022.
Results of the study:
(1) There are statistically significant differences between the average grades of members of the experimental and control groups in auditory cognitive skills after the application of the program for the benefit of the experimental group.
(2) There are statistically significant differences between the average grades of tribal and postgraduate measurements in the auditory cognitive skills of the members of the experimental group in favour of dimensional measurement.
(3) There are no statistically significant differences between the mid-grades of dimensional and tracking grades in the auditory cognition skills of the experimental group.
(4) There are statistically significant differences between the average grades of members of the pilot and control groups in vocal awareness skills following the programme’s application.
(5) There are statistically significant differences between the average grades of tribal and postgraduate measurements in the vocal awareness skills of the members of the experimental group in favour of dimensional measurement.
(6) There are no statistically significant differences between the two average grades of dimensional and tracking measurements in the vocal awareness skills of the experimental group.