دراسة تقويمية لكتاب اللغة العربية للتلاميذ المعاقين سمعيا : السنة الخامسة ابتدائي أنموذجا

Abstract EN

This study discloses the pupil’s Arabic school’book assessment of the fifth class at primary school and its turn in bestowing the learner’s profound hearing handicap needs ,it overlooks and tries to know the possibility of this school’book in increasing the needs categories of pupils with hearing handicap more than nineteen decibel, also in the average evaluation differences according to teachers and their learners .

One test has been applied in this research on a sample of thirteen teacher, for the pupil’s Arabic school’book assessment, also the needs questionnaire which has been applied on a sample of fifteen hearing handicap learner.

Whereas ,results showed that there are no differences between teachers and pupils with profound hearing loss frequencies which mean that school’book’s general form assessment is adapted with hearing handicap’s primary needs evaluation, and there are differences between the two sample’s frequencies which appear that Arabic school’book content assessment is not adapted with the social, psychological and the communicated instructive needs evaluation