المهارات قبل الأكاديمية للأطفال الصم و ضعاف السمع و علاقتها ببعض المتغيرات بمدينة الرياض

Abstract EN

The purpose of this study was to explore the differences in pre-academic skills of deaf and hard of hearing students of the first grade in elementary schools who joined preschool deaf and hearing impaired integration programs, and deaf and hard of hearing students of the first grade in elementary schools who did not join these programs in relation to a number of variable including gender (male / female), and educational choice (total / partial integration).

the author used a descriptive approach in conducting this study.

the study sued a scale designed by the author to measure the pre-academic skills of deaf and hard of hearing children as a research tool.

this scale measured their reading, writing, math, and essential foundation skills such as holding a pen, tracing lines, recognizing numbers and letters, and language.

the sample of the study population included (125) male and female, deaf and hard of hearing children.

the findings of this study indicated that the responses of the deaf and hard of hearing children in relation to their pre-academic skills revealed generally that : there were statistically significant differences in a number of the research aspects in favor of those who had already joined deaf and hard of hearing children integration programs; in their responses to a question about joining deaf and hearing impaired children integration programs the differences were in favor of those who had already joined those integration programs ; in their responses to a question about joining deaf and hearing impaired children integration programs the differences were in favor of those who had already joined those integration programs ; and in the responses of the participants who joined integration programs in relation to gender in a number of the research aspects the differences were in favor of males.

the findings also revealed that there were statistically significant differences in the responses of the participants who joined integration programs in relation to the educational choice in favor of partial integration, whereas there were no statistically significant differences in the responses of the participants who did not joined integration programs in relation to gender and educational choice throughout the different aspects of the research.

in conclusion, the results of the study reflected the need to make the kindergarten year compulsory for deaf and hard of hearing students in deaf and hard of hearing integration programs in general education schools and the ministry of education’s Alamal institutes.

they also reflected the need to assimilate other countries’ endeavors in this field and provide a preschool deaf and hard of hearing integration programs through models that enhance instructional programs and support services, prepared by special education experts and adopted by the ministry to be implemented in its schools and programs.

the study also highlighted the importance of the preschool stage and pre-academic skills of deaf and hard of hearing students and their impact on their academic achievement and language skills, and the need to prioritize them as an important research field.