علاقة اكتساب المهارات المعرفية بالمهارات الاجتماعية للأطفال ذوي الإعاقة البصرية و المبصرين بالمجتمع القطري

Abstract EN

skills has been examined in a sample of students with visual impairment and compared them with their sighted counterparts.

using the Oregon scale.

The sample of this study composed of (94) children.

divided into two samples: The first sample composed of (47) students with visual impairment registered in the early childhood program in alnoor institute for the blind – qatar .The second sample composed of (47) sighted children register in the kind garden and nursery program in Qatar .

The Oregon project scale for pre-school visual impairment and blind is used to evaluate the cognitive skills and social skills for both samples.

The descriptive and the correlative method have been adopted in this study and the result has shown the following:  The result of the study has shown the existence of an important.

direct and positive correlation between acquiring social skills and cognitive skills in both groups at the the indication ( 01).

Where the calculated value of R ( 97) in the sighted group and( 96) in the blind group.

 The results have also shown that the number of social and cognitive skills was higher in the sighted group compared to the group with visual impaired and mainly between the second and fifth years of age.

The average number of cognitive skill acquisition for the sighted group was (60) from the total of (127) in contrast to (55) in the group with visual impaired.

It was also found that the average number of social skill acquired was( 50) skills from (90 )in the sighted group.

in contrast to ( 44) in the group of children with visual impairment.

There were no differences in the statistics result between sighted student and their counterpart’s student with visual impermanent in both social and cognitive skills These results have positively confirmed both hypotheses of the study and acknowledges that visual disabilities negatively limit the process of learning and growth and mainly in the pre-kindergarten period..

To limit the skill differences between the two groups we tried to give recommendations to help the family.

teachers and various workers deal with children with visual impairment s to develop their cognitive and social skills.