الفهرس 
الباب الثانىيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
INTRODUCTION
Giving care and attention to the handicapped and especially to aural ones becomes a great defy that faces the educationists. That was alter the great development in the societiel concepts and attitudes toward educating and Teaching the handicapped children. So, special education is considered an establishment to the principles of democratic education. That needs making educational and teaching procedures. These procedures give the handicapped student the possibility of making full use of his abilities and ensures his right of getting equal opportunities in Education.
The educational process is a right for all the individuals of the society, the non handicapped individuals and the handicapped ones. This is certain in the heavenly religions when they equalized the non handicapped and handicapped in the right of life. Hence, they are equal in rights and duties.
The organization of international work in its report is interested in the preparation of the handicapped as their number is great in the world, so their big ratio causes a lot of obstacles and difficulties that hinder the progress and the development of the society.
Hence, we should be interested in educating the handicapped in general to enjoy the rights of citizenship like the other citizens.
One of the most important aspects of educating the handicapped is making a lot of lows either on the international level or on the local one. The most important of them are (The international announcement for man’s rights in 1948, for the rights of the handicapped in 1975). As for the local
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level (Low No. 39 in 1975, the low No, 139 in 1981 and the ministerial one No. 37 in 1990) which includes all the aspects of the educational
process of the handicapped.
Among the main aims of auditory handicapped schools are providing them with information. This information helps the handicapped to understand his environment and reinforcing the behaviours that help him
to be a good citizen.
This matter needs teaching the Arabic language to the auditory hand capped. the aims of teaching Arabic to auditory handicapped are enabling him to express himself in writing through using simple sentences, helping him to understand the others gaining the ability to read the lips and understanding what is read from the written material and helping him to form enough structures to satisfy his needs and interact with the others in
the society.
That requires special • curriculums in Arabic for the auditory ’handicapped these curriculums should suit their nature, the degree of their handicap, their abilities and their aptitudes.
In fact, there is a clear shortage in these curriculums the present curriculums are presented to the non - handicapped and to the auditory ones at the same time according to the ministerial decision No. 37 in 1990 in the affair of special education. These curriculums don’t satisfy their needs and their interests as they were prepared for the non handicapped
learners.
The previous studies in the field show that, the most important one are (Reda Darweesh’s Study 1992, Howdy Ouija’s Study and Salim Sultan’s Study 1995). These studies showed that there aren’t special curriculums for the aural handicapped suit their nature and the degree of their handicap. They recommended that special curriculums must be prepared for the auditory handicapped.
Sensation of the problem
Despite the importance of educating the handicapped in general Teaching Arabic to aural handicapped especially and the importance of preparing and building special curriculums for the handicapped in hearing on condition that they suit the nature and the function of the prep stage, the nature of the Arabic Language and its importance in that stage, suit the kind of handicap, and is connected with the needs and the characteristics of the handicapped students and with the reality of the society in which the handicapped student lives.
The reality of the present curriculums, that are presented to the aural handicapped students in that stage, don’t suit the nature and the characteristics of this special class from students as they were prepared for the non - handicapped. These present curriculums don’t help them to practise (train) their senses that work naturally, they don’t also help them to develop these aspects. The previous studies and researches show that.
Hence, sensation of the problem is begun and thinking of doing this
study.
Problem of study:
There aren’t special curriculums that suit the characteristics and the needs of the aural handicapped at the prep stage. To face this problem, the present study tries to answer the following questions:
1-What are the bases and the criteria that should be taken into consideration when building the curriculums of the Arabic Language for the aural handicapped at the prep stage in the light of their nature , their characteristics and needs ?
2-What is the suggested curriculum for teaching the Arabic Language for the aural handicapped students?
3-What is the effectiveness of the suggested curriculum in the limit of the objectives that are set for it ? Limitation of study:
- Developing reading and writing activity . - First year preparatory.
- Amal Schools Benha administration - Medium Handicapped group. Terms of the study -The aural handicapped :
He is the person whose ability of hearing prevents him from sound progress in going linguistic information through hearing or he is the person deprived of the sense of hearing since birth or he who last such sense
immediately on learning how to utter words as a result , he last the effects of learning quickly.
Therefore, the handicapped must have special curriculums suitable for their nature and kind of handicap.
The procedures of study
The study follows the steps mentioned :
First :
Identifying the bases needed when setting up the curriculums of Arabic language suggested to the handicapped in hearing in the preparatory stage.
This requires :
1-Studying the researches and previous studies connected with the present research.
2-Studying the temporary international attitudes to the educational curriculum related to them.
3-Studying the nature and needs of handicapped.
4-Studying the nature of Arabic as a Language.
5-Throughout the previous steps, the bases suggested for setting up the curriculum of Arabic is Concluded and then listing it.
6-Putting the list in a form of a questionaire and presenting it to a number of specializts to make sure it is satisfactory in setting up the curriculum.
Secondly : Preparing the suggested curriculum
This is prepared in the light of bases reached and approved which includes :
I- Identifying the aims of the suggested curriculum.
2- Identifying the contents.
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3-Identifying the methods of teaching.
4-Identifying the activities. and the educational technological methods offered to the handicapped.
5-Identifying methods of evaluating students.
6-Presenting the suggested curriculum to a party of specialized expert to make sure it is satisfactory then putting it in its final form.
Thirdly : Measuring the effectiveness of the suggested curriculum :
To make sure that the curriculum set for aural handicapped in the first grade preparatory school is effective. It might require building and studying one of the units of the curriculum which is suggested and measuring its effectiveness on both skills of tittering and comprehending and considering this a signal to how effective the suggested curriculum is this, in return, needs the following :
1-Preparing one of the suggested units of the curriculum.
2-Setting up a test to measure the skills of comprehension and pronunciation and making sure it is true and stable.
3-Choosing a sample of the study.
4-Applying the test before hand.
5-Preparing a teacher evaluating sample in the selected unit.
6-Teaching the unit.
7-Applying the test later on.
8-Recording the results and interpreting them.
9-Recommendations and suggestions.
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The importance
The importance of study is :
I- Drawing the attention of these specialized in Arabic language
curriculum to the importance of preparing curriculum suitable for the handicapped in general and those who have trouble with hearing.
2- This study may lead to opening fields in Arabic Language for the
handicapped.
3 This study must catch up with the efforts made in he field of giving due
core to the handicapped in general locally and internationally.