علاقة الإدراك البصري بتعلم الكتابة عند التلاميذ الحاملين للزرع القوقعي المتمدرسين في السنة الثالثة من التعليم الابتدائي

الملخص EN

The current study aims to identify visual perception and its role in learning to write in hearing-impaired children who have cochlear implants by answering the question: are there differences in writing between students with cochlear implants who have good visual perception and those who have poor visual perception? are there differences between cochlear implant-bearing students at the level of spelling and transmission? to collect data and information related to the hypotheses of the study, the researcher relied on the simple ray test and on the writing test, and after adjusting the tools for the study variables, the two tests were applied to a group of cochlear implant-bearing students studying in the third year of primary school, and the study concluded that there are differences between the students that appeared through distortions in their writing, we noticed that the more difficulty we found in visual perception, the more and more errors were in writing for these children.