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الرئيسية > تمدرس الأطفال الضعاف سمعيا:...>الوصف

تمدرس الأطفال الضعاف سمعيا: مقاربة أرطوفونية بيداغوجية

العنوان المترجم: Hearing Impaired Children Education: An Orthophonie, Pedagogical Approach
المصدر: مجلة دراسات إنسانية واجتماعية
الناشر: جامعة وهران2 محمد بن أحمد
المؤلف الرئيسي: حولة، محمد (مؤلف)
المؤلف الرئيسي (الإنجليزية): Haoula, Mohamed
المجلد/العدد: ع8
محكمة: نعم
الدولة: الجزائر
التاريخ الميلادي: 2018
الشهر: جانفي
الصفحات: 185 - 198
DOI: 10.46315/1714-000-008-010
ISSN: 2253-0592
رقم MD: 1041432
نوع المحتوى: بحوث ومقالات
اللغة: العربية
قواعد المعلومات: HumanIndex
مواضيع:
الإعاقة السمعية | علم النفس اللغوي | التربية الخاصة | تعليم الأطفال
كلمات المؤلف المفتاحية:
Hearing Impairment | The Pragmatic Approach | Language Interaction | Information Processing | Educational Process | Language and Cognitive Abilities
رابط المحتوى:
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المستخلص: The aim of this attempt is to examine the optimal way and methodology for the education of children with hearing impairment through working on the educational program for the hearing impaired in relation to the issue of language, based on some observations of cases presented to the examination of orthophonic problems with language resulting from auditory weakness in the absence of other common disorders , this was evident at the moment of trying to integrate it with the children attending regular schools. As a result of this problem we see that this problem is due to the difficulty of the interaction of the weak child audio integrated into the primary schools with the curriculum which is based on the level of education, the adopted program neglect about the characteristics of the nature of the child's weak voice, on the one hand, and does not care much about the nature of the content presented to him on the other hand: in the sense that the current traditional program does not take into account the conditions of the educational process as a communication process, which is considered the most important language, requires consideration of its adaptation to the language disorder and communication in this category. Therefore, we propose a practical approach that deals with the general conditions in which the educational exchange is achieved and is based on the interactive relationship between the weak child and the external environment and takes into consideration the present situation and the communicative abilities of the hearing impaired child. The subject of our conversation takes into account the presented content, in addition to giving importance to the nature of the cited content in the context of cognitive psychology (identifying basic concepts of what is related to procedural concepts.)
ISSN: 2253-0592

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