الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Talking into consideration the fact that each citizen has an absolute right to have education, the Egyptian government makes great efforts to provide equal educational opportunities to all the individuals of the society whether normal or handicapped in order to develop and invest human power. However, such an educational equality depends not only on making use of the materialistic resources but also on providing the human resources that can make use of the materialistic resources in order to real i e the maximum goals of the educational processes .
The principle of equal educational opportunities has been the motive to conduct a lot of studies that call for mainstreaming blind students with normal students inside the same class or educational instituations in general. Recent studies highlights the importance of the educaticial environment and its effect on blind students learning.
These studies also indicate that visually impaired students usually Lnd to be lonely and isolated to the extent that they can not depend on themselves , Enjoy some personal freedom or keep their privacy.
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Moreover„ they usually show lack of self — confidence and social relationships .
The blind are those people who have lost their eyesight completely or have very weak eyes — (6 /60 ). Consequently , they can not continue their learning in normal classroom students or visually impaired students schools because they need special educational services such as special teaching methods and skills. In order to identify the special needs of blind students, the teacher should be a good observer and specialized in this certain kind of impairment. Moreover , the teacher should deal with each pupil as a special case , for each pupil of the blind has his own physical ,
personal and social characteristics.
Inspite of the significant role played by the teacher of the blind .th. re are many studies indicates that there is insufficiency in preparing teachers of the blind as the preparation program’s of these teachers are based upon theoretical background information about the blind with no training on
scientifically and experimentally based performance:
Recent studies highlight the role the teacher of the blind in reducing the blind’s feeling of psychological isolation especially female pupils who badly need female teachers to help them overcome their feeling of
alienation among their normal peers. The home economics teacher is the most suitable teacher to play this psychological role to help female pupils live in their society peacefully with no feeling of alienation or isolation.
• The Problem of the study :
The problem of the present study come from the fact that pre-service education of teachers of the blind are given no specific courses of teaching methods related to the academic subjects they are supposed to teach. The courses they receive are general ones that do not help them achieve the aims and objectives of the academic subjects they are teaching. Thus , the problem of the study could be stated as follows :
” Home economics teacher of blind leaner receive no specific courscs of home economics teaching methods for the blind ”.
The present study tries to answer the following questions :
1-What are the teaching skills that home economics teachers of the blind
already have ?
2-What are the teaching skills required for home economics teachers 4’
the blind .
3-What is the proposed program suitable for developing such skills (its objectives , its content , its teaching methods , its educational aids , and
its instruction )?
4-What is the effect of such a program on developing home economics
teaching skills of both specialized and non specialized teacher of the blind ? •Aims of the study :
The present study aims at :
1-Identifying the teaching skills required for home economic teachers of
the blind .
2-Developing some teaching skills for home economies teachers through
the proposed program .
3-Comparing between the level of specialized home economics teachers :1
the blind and that of non — specialized ones and identifying the effect of the proposed program on both . •Assumption of the study :
1- Teaching blind learners requires specific teaching methods for the teacher .
2- Teacher preparation programs give due care to both the pupil and the content being taught .
• ibpotheses of the study :
1-There are statistically significant differences in teachers pre and post teaching performances in favor of the post performance .
2-There are statistically significant differences in the teaching academic achievement level of the teachers in the pre and post administrations of the program in favor of the post administration .
3-There are statistically significant differences in the performance of specialized and non specialized teachers before administering the
program.
4-There are statistically significant differences in the teaching a skills
level of specialized and non specialized teachers before administering
the program .
5-There are no statistically significant differences in the teaching
performance of specialized and non specialized teacher after
administering the program.
6-There are no statistically differences in the cognitive achievement level
of specialized and non specialized teachers in favor of the post test.
• Determination o the stud
The study is Determined to :
1-Teaching skills of home economics teachers of the blind .
2-Home economics female teachers at the three educational stages in the
Arab Republic of Egypt. The total numbers of the teachers is (12) teachers , (6) specialized teachers and (6) non specialized.
3-The content of the primary’ , preparatory , and secondary schools courses of home economics for the blind.
•Methodolo and Procedures o the stud
ollows the analyticals critical and the experimental The present study f
methods according to the following procedures :
1- Reviewing literature and previous studies related to the topic of the present study and which are concerned with preparing teachers of blind learner.
2- Analyzing the content of home economics courses at the egyption primary , preparatory and secondary stages in order to identify the teaching skills required for teachers of the blind.
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3-Designing a questionnaire to identify teaching skills required for home economics teachers for the blind and putting them in order according to
their significance for home economies teachers .
4-Designing the proposed program for developing such skills .
5-Submitting the program the jury to establish its validity.
6-Designing an achievement test to measure teachers skills of teaching, to identify the differences in their achievement to these skills before and after the administration of the program , and to establish its validity and
reliability .
7-Designing an observation sheet to asses teachers performance and their teaching skills before and after administering the program and
establishing its validity and reliability .
8-Conducting the experimental design of the study as follows :
A)Selecting the sample of the study and applying the achievement teaching skills test and the observation sheet and collecting the (Lai,. .
B)Experimenting the proposed program for developing some teaching skills for home economics teachers of the blind by the use of self—
learning method.
C)Administering the per and post testes and the observation sheet after the administration of the program to assess teachers performance.
D)Collecting and analyzing data .
9-Extracting , interpreting and discussing the results
10-Presenting the recommendations of the study and suggesting topics
for further research.
• The Results of the study :
1-There are statistically significant differences at (0.01) level in teachers performance of (11) teaching skills in favor of the post performance .
2-There are statistically significant differences at (0.01) level in teachers teaching skills level of (11) skills in favor of the post test .
3-There are no statistically significant differences in specialized and non
specialized teachers performance in the skills of explanation , vitality ,
questioning , reinforcement , giving directions , discussion , presentation
, finishing and demonstration. There are significant differences at (0.05)
level in favor of specialized teachers performance in the skills of using
educational aids and laboratory management .
4-There are no statistically significant differences in the means of specialized and non specialized teachers achievement in the skills of
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reinforcement , giving directions , finishing and laboratory management. The are significant differences at (0.05) level in the skills of using educational aids and presentation. There are also significant differences at (0.01) level in the skills of explanation, vitality , questioning , discussion , and demonstration in favor of the specialized teachers in
teaching skills.
5- There are no statically significant differences in specialized and non specialized teachers in the post- test in the program skills which are explanation , vitality , questioning , reinforcement , giving directions discussion , using educational aids , presentation , finishing demonstration and laboratory management .
6-There are no statistically significant differences in specialized and specialized teachers in teaching skills in the pre test in the skills of explantion , vitality, reinforcement, giving directions, discussion demonstration and laboratory management. There ara signific ant differences at (0.05) level in the skills of questioning , using educational aids ,and presentation which represent 27% the total skills of the program.
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Recommendation of the study
In the lights of the results of the study , the researcher suggests the
following :
1-Reconsidering the program of inservice training for teachers of the blind in particular and teacher of handicapped pupils in general
2- Preparing and trouping teachers of the blind according to their academic
specialization they are going to teach .
3-Establishing special education departments in the faculties of Education to prepare teachers in a specific impairment and academic specialization to
meet the needs for all specialization.
4-Paying more attention to the teaching of home economics to the blind in the three educational stages as there are (8) governorates are not being
taught to have teachers of blind pupils.
5-Reconsidering the requirements of and conditions of joining the special education department. Teachers should not be allowed to teach unless they become specialized In a certain kind of impairment .
6- Funding specialized programs and providing special education teachers with some financial advantages to encourage teachers to join progrars
that specialized in special education .
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6-Preparing specialized programs in the field of teaching methods for each specific impairment and making the enrolment to such programs as a perquisite to be teachers in special education field .
• Suggested further studies ;
1-Designing programs for preparing teachers of the blind in all specialization in faculties of education .
2-Designing programs for preparing home economies teacher of other
impairments
3-Preparing programs for developing in service teachers training program
of the blind which are based on other academe specialization.
4-Conducting a study to show the effect of specialized and non specialized teachers on blind learners achievement .
5-Conducting a study to measure the effect of specialized and non specialized teachers teaching on a chivying the electives of horn( economics for the blind .