أثر برنامج قائم على التدريب اللمسي للطفل المعاق بصريا في تنمية مفهوم الذات الأكاديمي

Abstract EN

Study aim: Developing the academic-self concept for the visually impaired child.

Study Group: The current study confined to a group which consists of 10 visually impaired children of the El-Nour School for blind children in Assuit, in the second term of 2015 - 2016.

The Tools and the Materials of the Study: the program of Tactile training for the visually impaired child, measurement the skills of Tactile training for the visually impaired child, measurement the academic-self concept for the visually impaired child.

Study Results: 1) The existence of statistical significant differences between the average degrees of the children of the study sample on the measurement of the skills of tactile training for the visually impaired child before and after applying the program for the post- application.

2) Tactile training program has a big impact strength and effectiveness in the development of stereotactic training skills.

3) The existence of statistical significant differences between the average degrees of the children of the study sample on the measurement of the academic self-concept for the visually impaired child before and after applying the program for the post- application.

4) Tactile training program has a great strength and a medium effectiveness of the development of academic self-concept for the visually impaired child.

5) There is a positive correlation between the degree of arranged child study sample in each of the stereotactic scale skills and academic self-concept scale for the visually impaired child.

6) There are no statistical significant differences between the average degrees of the children of the study sample on the measurement of the skills of tactile training for the visually impaired child in the subsequent and pre¬-applications.

(A month after applying the program).

7) There are no statistical significant differences between the average degrees of the children of the study sample on the measurement of the academic self-concept for the visually impaired child in the subsequent and pre-¬applications.

(A month after applying the program).