مشاركة التلاميذ الصم و ضعاف السمع في الأنشطة اللاصفية ببرامج التربية الخاصة و معوقاتها

Abstract EN

The purpose of this study was to reveal the reality of the participation of deaf and hearing-impaired students in extracurricular activities in the integration schools from the point of view of their teachers and their obstacles.

To achieve this, the researcher followed the descriptive approach, where the tool was constructed, which consisted of two axes: Extracurricular activities and the second axis: Obstacles to the participation of deaf and hearing-impaired students in extra-curricular activities.

The sample was 91 teachers for the deaf and the hearing impaired and 56 teachers for the deaf and the hard of hearing in the city of Riyadh.

The results of the study reached several results, the most important of which are: The participation of deaf and hearing-impaired students in the extracurricular activities in the integration schools from the point of view of the deaf and hearing-impaired teachers came to a medium level.

The participants agreed on the participation of students in national day activities, sports events, school broadcasting, And hearing impaired in extracurricular activiti The participation of deaf and hearing-impaired students in extracurricular activities in the integration schools from the point of view of the teachers of the deaf and hearing-impaired students came to a medium level.

The participation of the deaf and hearing-impaired students in the National Day activity, Internal for extracurricular activities, participation in religious lectures, prayer activities and library activities.

There is some agreement between the teachers of deaf and hard of hearing students and deaf and hearing-impaired teachers about the obstacles of participation of deaf and hearing-impaired students in extracurricular activities in integration schools.

The most prominent of these obstacles are the scarcity of training programs provided to teachers in deaf and hearing- On the job, and the school's lack of material resources.

There are no statistically significant differences between the average responses of the study members about participation in extracurricular activities in the schools of integration between deaf and hearing-impaired students.

There are no statistically significant differences between the average responses of the study members about the participation of deaf and hearing-impaired students in extracurricular activities and their obstacles in the integration schools according to variable (gender, program type, training courses, specialization and years of experience.

There are statistically significant differences between the average responses of the study members on the participation of .

deaf and hearing-impaired students in extracurricular activities and their obstacles in the integration schools according to the variable of the scientific qualification for the benefit of the study members who have a Bachelor's degree.

There are no statistically significant differences between the average responses of the study members on the obstacles of participation of deaf and hearing-impaired students in extracurricular activities in the integration schools according to variable (gender, type of program, training courses, specialization, scientific qualification and years of experien.