الفهرس 
الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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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