الفهرس 
مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Growing interest in the education of people with special needs day after day where they changed the perception of being an economic burden on communities to being an important part of human wealth can benefit from them if what has to provide the resources necessary to develop their abilities.
where life is the right of every disabled because everyone facilitator for the creation of him and everyone has the right to enjoy بإنسانيته , and to live a decent life, a child with disabilities - regardless of the degree of disability - is before they have a disability is a human being with rights and duties like that Like any normal child live in a civilized society to ensure its social freedom and provides equal opportunity for all.
We note especially in the Arab world - that according to the prevailing social popular culture has accustomed the public and even many of the educated - always focusing on the same Disability deficit simply ”deaf” Disability thus become a way for the isolation and withdrawal and psychological pressures. (Ashraf Abdel Qader, 2007, 29-30)
The class of deaf children a class of people with special needs who have lost the sense of hearing, both born of them hearing loss or were deaf during childbirth or after birth shortly way talking completely because they did not take sufficient to acquire verbal language by ear which consequent inability to produce speech through a pronunciation. As a result, a large proportion of deaf suffer from low self-unbalance emotional, depression, anxiety, aggression and distrust others and frustration and introverted, and they have a desire to gratification direct to their needs and suffer from problems is the
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And emphasizes that yousef Alkeriona et al (2001) that the hearing impaired are more vulnerable to psychological pressures, anxiety and low self-concept, plus they are more prone to tantrums and so due to the difficulties they face in expressing their feelings, so we find them express their anger and frustration nervously and appear inclined greater aggression physical. (yousef Qaryouti, 2001, 44)
In the same regard, said Abdul Muttalib Alqraiti (2005) that the hearing disabilities impede social growth of the child, where the challenge of participation and interactions with others and integration into the community, which adversely affects the compatibility of social, over the acquisition of social skills necessary for life in the community, as hinder the child’s emotional development. (Abdul Muttalib Alqraiti, 2005, 299)
Based on the foregoing, the children with disabilities impaired (deaf) suffer from psychological stress, anxiety and low self-concept have also are more prone to anger and poor communication have a tendency to withdraw and social isolation and introversion, lack of participation with others in social activities and these symptoms on the whole are only different manifestations the lack of social competence thus suffer from the problem of a decline in the quality of life they have, where the quality of life that is in the (mental health, happiness and satisfaction with life and stability of the family and ...) require mitigation of these problems experienced by these children, but that such a category its special nature should be awareness of the nature of the hearing disability and satisfy their needs physical and psychological rehabilitation of life, through the development of social skills and strengthen aspects of their strengths and focus on the rest of the senses remaining, and thus help them to gain self-confidence and also the ability to psychological adjustment with the environment surrounding it.
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Makdh Salahuddin Tawfik et al (2013) that the interest in social skills and provide every child out because the social skills of essential in human life, where the individual needs in his life to others, and make him feel his presence and its importance among others so he can live a healthy life away from anxiety and tension in contact with the others. (Salah al-Din Tawfik et al, 2013, 286)
The study problem lies in:
A - How effective is the counseling program in developing social competence in deaf children.
- To what extent the impact of the extension program in improving the quality of life of the study sample.
The study objectives: The current study aims to:
1 - Verification of the effectiveness of the counseling program in the development of social competence (cooperation and social participation, independence and self-confidence and non-verbal communication and general knowledge) in a sample of deaf children and the sustainability impact of the program - if any impact - until after the follow-up period.
2 - Verification of the impact of the development of social competence skills to improve the quality of life in the same study group.
The study importance:
A) the theoretical importance of the study:
The theoretical significance of the current study in the following points:
1 - interest in the development of social competence that represent the cornerstone in the positive social growth of children, one of the important things in determining the nature of the daily interactions of the individual.
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2 - development of social competence and improve the quality of life of the study, but class is a step on the way and ensure effective integration measure of success for community integration of this important category.
3 - to help deaf child positive engagement with the jealousy of his peers from the listeners.
The practical importance:
1 - Add two new measures to psychological heritage your hearing impairment (deaf) and are the measure of social competence, and quality of life scale.
2 - it deals with quality of life as one of the variables of the study and this is a relatively recent concept that deals with the phenomena of positive and caring aspects of the strengths and positive aspects of individuals rather than focusing on weaknesses and shortcomings.
3 - The study addresses important segment of society are children in late childhood, which is the core upon which to build landmarks of his personality as a preliminary stage for the individual to a critical stage in the life of the individual are variables include all aspects of growth must be received preparing good and passing the successful stage that preceded.
The study terms:
1 - social competence Social Competence: The known researcher as ”a set of skills necessary for deaf children in order to help them succeed in merging with ordinary, whether in school or in their public and work to take advantage of their abilities and their potential to the maximum extent possible and enjoy the quality of life and include those skills (cooperation and social participation, independence and self-confidence and non-verbal communication and general knowledge).
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procedurally defined as: primarily obtained by the child on a scale social competence (the researcher).
2 - Quality of Life Quality of Life: the framework of this study that the lives of the individual with a disability in the case of enjoying good physical and mental health on the degree of acceptance and satisfaction satisfied with family life The self-efficiency and high social under the circumstances and potential.
Procedurally known primarily obtained by the child’s quality of life scale (researcher).
3 - Hearing impairment includes (Deaf - Hearing Impaired).
B- Hearing Impaired: an individual who is hearing loss ranges has between 35 - 69 dB and cause him difficulty and is not hampered in understanding speech through the ear alone use or without use of the stethoscope. (Moores, 2001)
The current study will be limited to deaf children for the following reasons:
1- Hearing Impaired children’s had a few in the school, which is applied research.
2- Hearing-impaired children were on a high degree of social networking They were driving their deaf colleagues in work activities as well as decision-making. So researcher ruled the hearing impaired.
The study limitations:
Determined and results of the current study sample, tools and statistical processing methods used to validate the assumptions:
A - the study sample:
The study sample consists of deaf children age (9-13) from Al-Amal for deaf Schools in Benha.
Study Tools consist of:
1 - Social competence in children deaf scale (prepared by the researcher).
2 - Quality of life of deaf children scale (prepared by the researcher).
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3 – The counseling program to develop social competence in deaf children (researcher).
B - Statistical styles:
Descriptive statistics (mean - standard deviation t test).
Nonparametric goal of statistical test Mann - Whitney and Wilcoxon test for statistical significance.
Study Results:
The current study achieved the following results: -
First: for homogeneity of experimental and control groups in the measurement.
No statistically significant difference between the average times degrees experimental and control groups in all dimensions and the total score for the social competence skills of deaf children. This means that the experimental and control groups or in the dimensions and the overall degree of social competence skills in measurement tribal deaf children.
No statistically significant difference between the average times degrees experimental and control groups in all dimensions and the total score for quality of life of deaf children. This means that the experimental and control groups or in the dimensions and the total score for quality of life in the tribal measurement of deaf children.
The study hypotheses.
There is a statistically significant difference (at 0.01) between the average Sort degrees experimental and control groups in the dimensional measurement of all dimensions and the total score for the scale of social competence skills for the benefit of average grade scores of the experimental group in all cases.
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There is a statistically significant difference (at 0.01) between the average Sort degrees experimental and control groups in the dimensional measurement of all dimensions and the total score to measure quality of life for average grade scores of the experimental group in all cases.
There is a statistically significant difference (at 0.01) between the average Sort scores of the experimental group in pre and post measurements on all the dimensions and the total score for the scale of social competence skills, so as to favor the average grade scores dimensional measurement in all cases.
There is a statistically significant difference (at 0.01) between the average Sort scores of the experimental group in pre and post measurements on all the dimensions and the total score to measure quality of life, and for the benefit of average grade scores dimensional measurement in all cases.
No statistically significant difference between the average times of scores of the experimental group in the post measurements and on all dimensions and the total score to measure the skills of social competence.
No statistically significant difference between the average times of scores of the experimental group in the post measurements and on all dimensions and the total score to measure quality of life.