الفهرس 
الإطار العام للدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction:
Due to the modern changes, the care a bout the people with special needs has become a standard of nation progress. In the age of speed and its direct influences on education, it has been a must to take care of those who have special needs and to develop their educational systems to cope with the current changes and to face the challenges. In other words, education is an indispensable activity and a cornerstone to develop the society. If so, we can struggle against the challenges of modernization and change.
The category of disabled acoustically Has great interest in advanced societies from the beginning from the legislative aspects of their own to the trend toward huge interest in studies and scientific research (Abdul Rahman Suleiman 2001.121(
According to statistics of the Ministry of Egyptian Education, (2012/2013 ) the number of male and female students of the deaf and hearing impaired people enrolled in schools of special education three phases ( elementary , prep, secondary ) ( 13696 ) students ( Statistical Abstract of the pre-university education for the year 2012/2013 ) , and these numbers have increased year after year , and then they are a lot of obstacles and difficulties that hinder the progress of society and its development , unless they get due diligence and adequate attention to their education , and the number of students with hearing impairment in the province of Minya in 2012/2013 ( 920 pupils the schoolgirl in chapter 92 ) in 8 schools , according to the statistics of the Directorate of Education to maintain (Department of Special Education Department of Education, Minia Governorate . (
Studies have shown that the level of intelligence of individuals with acoustically disabilities as a group does not differ from the level of intelligence of ordinary people in an average year , and the acoustically disabled have the ability to learn and the ability of abstract thinking unless they have brain damage besides their disability (Ibrahim Qaryouti,2006 , 76) .
Despite the fact that the intelligence of the deaf or the people with acoustically disabilities is not lower than the ordinary , but the academic achievement is low to their normal peers , and it is clear that the greatest impact of disability is the weakness of language which , in leads, to a negative impact on achievement in reading, which in turn affects their knowledge in other areas such as writing , science and social studies , mathematics, and other subjects ( Abdul Aziz Al-shakhs , Yassin- El Tohamy, 2009.79 ) .
(Majdi Aziz 2003.463 ; Salah Aldahri , 2008.123 ) view that the low academic achievement of acoustically disabled may be due to several reasons: lack of appropriate curriculum or unsuitable teaching methods or low level of efficiency of their staff or the low level of motivation and there are other factors that affect their academic achievement .
He also faces deaf students through the first stages of their education first big problem in grasping science curriculum (maths and science), due to big shortage in these curriculum in terms of the method of preparation, formulation and lack of means of illustrative and triggers visual fit the nature of the deaf (Sami Abdul -Hamid 2009.4).
Many studies pointed (Hamdi al-Banna 1999.3 ; Samar Lachin 0.2004 ; Hussein Thami 0.2005 ; Mohammed Abu Shama 2005.184 ; Radi Abdul Majid 0.2008 ; Samir akl, 2012.3 ) to the disqualification of the textbooks assigned to hearing impairments students, which limits the ability of a hearing impairment student on the acquisition of information and the basic requirements for the acquisition of scientific concepts later , and added ( Ghasian Omari 2009.169 ) that the objectives of the curriculum are not appropriate to the stage of language development for deaf students , nor do they put it into account individual differences among them.
He pointed out both (Zainab Shakir , 2002.129 ; Tarek Abdel -Raouf , Spring Abdel Raouf , 2008.315 ) to the need to focus on reviewing the curriculum and courses of study and modified to suit the needs of deaf education on the basis of specific criteria do which don’t result in a breach of the content of academic between the deaf and the listeners , and Topics include curriculum and materials associated with the direct sensory experience for him to help him to achieve the psychological and social compatibility .
It is recognized that science education can make a significant contribution to give deaf children a lot of experiences and the development of scientific knowledge, concepts and skills and also helps to equip them with self-confidence and self-concept. (Cahn, 2006)
The deaf students preferences for special topics tend to be study, and the lack of attention to these preferences constitute a knowledge gap to take advantage of the curriculum form the primary , so is the personal preferences of one of the most important sources of building and designing curricula disabled acoustically , so this study seeks to pay attention to the views of deaf students about subjects they like and tend to them in their studies for science.
She also noted the results of educational research to the importance of full participation of the family as presents for their children because of this review of the effects of positive and effective in achieving social harmony and the educational attainment of these students , as stated in international conventions and national legislation in different countries on the right of parents to choose the kind of education that is appropriate and the capabilities of their children and to participate in their education and secure their interests (Abdul Rahim Bakhit and noting mandarin 2000.101 ; Suad Bassiouni 2001.87 ) .
It’s clear from the foregoing that the deaf are suffering from a decline in the level of academic achievement Comparison to ordinary peers at the same age and that this decline may be due to the inadequacy of the science curriculum , which is designed to fit the ordinary and not deaf students, so you must pay attention to the development of curricula and methods of teaching science for the Deaf , and the preparation of curricula or educational programs commensurate with their characteristics , and work on enriching a lot of types of knowledge and expertise in order to expand the boundaries of their field of knowledge which benefit them in their environment and their daily lives.
Study Problem:
In light of the previous points, the problem of the current study can be identified in the inadequacy of the current science curriculum for deaf students, and which led to a low level of achievement in science, as well as negative attitudes towards science.
As a solution to this problem, this study seeks to answer the following question: -
How effective is the suggested unit in Science for the deaf students in prep stage according to their personal preferences and views of teachers and parents on their cognitive achievement and their attitudes toward science?
Branching from the previous question the following sub- questions :
1-What are the personal preferences for the deaf students in science which should be included in the science curriculum of their own?
2- What is the perception proposed of the unit in science for the deaf students in prep stage according to their personal preferences, and views of teachers, and parents?
3-What is the impact of teaching a suggested unit in science on deaf students on cognitive achievement in the preparatory stage?
4-What is the impact of teaching a suggested unit in science on the attitudes for deaf students towards science in the preparatory stage?
The limits of the study: -
The study will be limited to:
1- Proposed unit for deaf students in light of their personal preferences, and views of teachers, and parents.
2- A group of deaf students at Al-Amal prep school in Minia Governorate, where the researcher resides.
3- Results of the study related to the time and Place of conducting.
The study hypotheses:
1- There are statistically significant differences between the averages of scores of deaf students, third grade preparatory - the study group - in the pre and post application to achievement test and in favor of the post application
2- There are statistically significant differences between the averages of scores of deaf students, third grade preparatory - the study group - in the pre and post application to scale the attitude towards science and in favor of the post application.
3- There isn’t a correlation between the level of cognitive achievement of deaf students and their attitudes towards science.
Objectives of the study :
The objectives of the current study are as follows:
1- Make a list of personal preferences for the deaf students in prep school in science in the light of the views of teachers and parents, and that can take advantage of them when preparing science curriculum of the prep stage in hope schools for the deaf.
2- Put a suggested conception for a unit of study in science for deaf students in third prep class in light of their personal preferences.
3- Increasing cognitive achievement for deaf students for information, and concepts included in the proposed unit of study that could benefit them in their careers, and to identify the extent of the impact of this unit on their attitudes toward the study of science.
The importance of the study:
1. Make a list of the personal preferences of deaf students in the light of the views of teachers and parents.
2-Providing educational unit proposed in Science for the deaf students in prep school in light of their personal preferences and opinions of teachers, parents, and that could benefit the framers of the Private curriculum of deaf students
3- Keep up with modern trends in education, and that call attention to the need for special education for the hearing impairment to achieve the principle of equal educational opportunities.
The terms of the study:
1 – The deaf:
It this study defines the deaf person as: the person who has lost the sense of hearing, has the degree of loss of hearing 70 decibels or more, and this affects negatively on the acquisition of concepts, scientific facts naturally as ordinary peers. This requires special curricula and teaching methods, suitable for their nature.
2 -The unit:
It this study defines the unit as: a proposed constraction of science topics related to personal preferences for deaf students in the light of the views of teachers and parents.
3 - The personal preferences for deaf students:
It this study defines The personal preferences for deaf students as: the appropriate amount of information, concepts , and scientific facts favored by deaf students and tend to them in their studies of science and that suit with the nature of their hearing disability.
4 - The Achievement:
It is intended in this study: how much information deaf students gain from the provided to them in the proposed unit, expressed in degrees obtained by the students in the achievement test prepared for this purpose.
5 - The Attitude towards science: It is intended in this study: the response of the deaf student to disapprove or approve the study of science through the acquisition information of the proposed unit, and it appears that through negative or positive responses to scale’s phrases.
Procedures of the study:-
1 -To determine the appropriate science subjects for deaf pupils in prep stage ( list of Personal preferences) in light of their personal preferences and views of teachers , parents, and this is done by the following: -
A- To review of previous studies and research in the area of the proposed study.
b-To develop a preliminary list of topics suitable for deaf students in prep stage by reviewing the results of previous research studies , and the Ministry’s curricula , and the needs of deaf students to study science , and review of some global projects in the science curriculum .
C- To display the list on a group of judges.
D- To prepare a list of topics appropriate for deaf pupils in prep stage in its form final
E- To apply the list on deaf students in prep stage to know about topics that they prefer in their study of science.
F- To apply it to science teachers for the deaf in Hope schools to know their views on the topics appropriate to teach the deaf students in prep stage.
G- To apply it to the parents of deaf students to know their views on the topics appropriate to teach their deaf sons in prep stage.
H- Preparing the final copy to the list of personal preferences in light of the views of teachers, parents, and deaf student.
2-To establish a proposed unit in one of the topics list personal preferences and presented to the judges.
3 – To build a teacher’s guide for the unit proposed and presented to a group of judges.
4 - Prepare two tools of evaluation:
A) The achievement test and ensure its validity.
B) The attitudes scale towards science and ensure its validity.
5– To choose the study group of deaf students in prep stage.
6– To apply the two tools of evaluation (achievement test, and the scale of the attitude towards of science) on a study group previously.
7 - Teaching a unit of study proposed for the study group.
8 -To apply the two tools of evaluation (achievement test, and the scale of the attitude towards of science) post on the study group.
9 - Recording the results processed and statistically analyzed and interpreted.
10 – To provide recommendations and proposals.
Results of the study: The study showed that
1 – There is the presence of a statistically significant difference between the average scores of deaf students, third grade intermediate (the study group) in the the pre and post application and in favor of the post application in the achievement test.
2- There is the presence of a statistically significant difference between the average scores of deaf students, third grade intermediate (the study group) in the pre and post application to scale the trend towards science and in favor of the post application.
3- The lack of correlation between the level of cognitive achievement of pupils deaf and their direction towards science.
Recommendations of the study:
According to previous results that have been reached, the researcher
Recommends the following:
1- The need to integrate the unit first aid within science subjects for deaf students in the schools of hope because of their importance in the life of a deaf student inside and outside the school.
2- The need for a first aid box in Hope Schools for the Deaf, especially in vocational training workshops.
3- The need to adopt methods of teaching and assessment don’t depend on the skills of reading and writing, but also focus on the different ways of communicate for the deaf and Tests need to be prepared in a manner commensurate with the deaf students so that at least read the article, and provide them with colored images, and translate them in sign language.
4- Taking into account individual differences among deaf students through the diversity of teaching methods, and ways to communicate with them, and the provision of appropriate sources of education for the deaf, which help the teacher to take into account these differences.
5- The need to provide a descriptive sign language dictionary for curriculum of science so that the teacher can refer to it when needed.
6- The use of educational technology in the production of educational programs in science for special groups in general and particularly deaf to attract the attention of students during the explanation and preparing Special curricula for the deaf students in sign language on (CDs) so that deaf students can interact with the curriculum and rely on themselves in the acquisition of information contained in this curriculum.
7-Doing educational programs in sign language in the educational channels based on the principle of Social parity for special groups.
8-The need for teacher training through courses in sign language to the concepts and terminology of the science curriculum.
9- Training courses on sign language for parents and all those who deal with them so that they can communicate with them easily and conveniently as parents of deaf students requested a researcher a book or a cylinder a bout sign language. This was already done. The researcher distributed notebooks to sign language and a cylinder of an indicative unified Arabic dictionary for the Deaf to parents with an agreement with a school teacher to explain these signs for parents .
10- Science teachers aren’t to be limited to this category on the traditional methods of teaching, the use of a variety of teaching methods through the use of total communication, teaching aids, and a variety of activities to ensure the deaf interaction during explaining the lesson.
11- Sharing deaf students and their families in the planning and implementation of the curriculum allocated to them and following up their implementation.
12- The need to include the areas of health education in the science curriculum for the hearing impairment in particular and the ordinary in general so as to equip them with The proper health habits, methods of prevention of diseases, injuries and different that might be exposed inside and outside the school, and the formation of positive attitudes towards the study of science.
13- The need to prepare books customized for the hearing impairment are being developed by specialists in the field of disability audio from the Ministry of Education in partnership with the Department of Special Education, Faculties of Education, experts in sign language, professors of the Department of Curriculum and methods of teaching science faculties of education.
14- Preparing labs for Science in hope schools for the deaf to do some simple experiments that enhance their self-confidence, which makes science their favorite subjects.
15- The need for a teacher’s guide to guide the teacher in the appropriate teaching methods, teaching aids, and activities appropriate for each lesson with a picture of the signals for the scientific concepts contained in the textbook so that the deaf can accommodate lessons significantly.
• Suggested research:
1- Examining the impact of other topics of personal preferences for deaf students on the other belonging variables such as problem solving and creative thinking.
2 - Studies designed to identify the personal preferences of deaf students at the primary school pupils and secondary in hope schools for the deaf.
3- Studies designed to identify the personal preferences of ordinary middle school pupils and secondary schools and vocational education.
4- Study of the personal preferences for talented students in secondary education.
5- Study of the effectiveness of the use of teaching strategies (such as cooperative learning, concept maps, role-playing, and brainstorming) in the development of cognitive achievement and the trend towards science.
6- Study of the use of computerized programs with sign language in one of the subjects of the personal preferences of deaf students, and their impact on the acquisition of scientific concepts, and the attitude towards the study of science.
7- Studies aimed at developing science teacher preparation programs for special groups in the colleges of education.