التفكير المنطقي و عملياته عند الأطفال غير السالمين سمعيا، المندمجين مدرسيا وغير السالمين سمعيا، غير المندمجين مدرسيا : تطبيق اختبارات جون بياجي

Abstract EN

Jean Piaget’s theory of intelligence, which servs as our frame of reference, is an operative theory that regards intelligence as a system of operations combined in an overall structure, the sequence of these processes is; in fact, characterized by gaps that appear clearly within the one stage, rather than in the movement from one phase to another.

The purpose of this research is to examine the concrete and tengible operations.i,e.

the logical thinking , by means of comparison between school integrated and non integrated children , featured by auditory disabilities,attempting ;therefore,to clarify the role of school integration in operative development.

This study is concerned with the implementation of logical and mathematical proofs which focus on operations of classification and seriation of objects, as well as infra-logical tests such as the construction of the space notion.The procedure was conducted using the same technique, under the same conditions for both groups.

The results indicate that the deaf children integrated into shcools exhibit a more sophisticated logical thinking, compared to the non-integrated ones who are deaf too.

Indeed, these results project the essential and fundamental role that school integration promotes in developping the thinking of children whith auditory disabilities.