الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The sense of hearing is one of the most important senses upon which the individuals interact with others, because it’s considered as an open reception to all stimuli and external experiences, and through it; individuals can cope with others. Hearing disabilities are considered one of the most difficult sensory disabilities, and that result in losing the ability to speak, or having difficulties in speech and language. (Mustafa Shehata, 1998, 208)
The hearing impaired deprive the children of spoken language development consequent on social with drawal and for negative academic performance depends on the age hearing loss and educational mainstreaming, and early intervention program.
Crawford (Crawford, 2007, 16) indicates that the acoustic weakness reduces the child’s ability to recognize speech sounds, which are considered the basis for understanding natural language.
Also; (Inoue, Orleans, 1995) confirms that hearing impaired children have a low language skills, they also feel dissatisfied with themselves.
Also confirms (Patricia, Jepson, 2006) that the educational activities centered on deaf and hearing impaired people have a positive influence on self-efficacy.
Second: Research problem:
Through the work of the researcher with the deaf and hearing impaired people, he observed that the low level of achievement for the hearing impaired happened due to the poor language skills, also confirms (Adenauer-Cola, 2006) that the hearing loss at early stage affects the character of the disabled child, and cause a deteriorating in language skills.
As the study of (Gutierrez, 2011) confirms that the higher the language-level for the hearing impaired people gets, the higher self-efficacy they get.
from this point the problem of the study are summarized in the following questions:
1- What is the effectiveness of the program which is based on some activities for the development of language skills among a study sample of hearing impaired children?
2- What is the impact of the program of activities used in the study to improve self-efficacy among a study sample in the hearing impaired children?
3- What is the continuity of the effectiveness of program in the development of some language skills and improve the self-efficiency in the follow-up period?
Third: Research objectives:
The study aims to:
1- Preparing a program based on the activities and effectiveness in the development of some language skills of hearing impaired people.
2- Noticing the development of some language skills to improve the self-efficiency of the hearing impaired people.
Fourth: Research importance:
[A]On the theoretical level:
1- The study is presented to a group of deaf children and indicates that their numbers are increasing significantly.
2- The importance of this study increases because it’s discussion of language skills; which are the basis for the educational process and communication.
[B] On the practical level:
1- The preparation of the program is based on a wide range of techniques which may contribute the development of some language skills, and also improve their ability to communicate and speak.
2- Training the hearing impaired children to the techniques of the program may contribute to the achievement of their self-efficacy.
Fifth: Research hypotheses:
In the light of the previous studies, the hypotheses of this current study can be formulated as follow:
1- There are statistically significant differences between the averages of grades and steps of the experimental group on a scale of language skills after the application program directly after follow-up period (two months after the end of the program).
2- There are no statistically significant differences between the average of scores of the experimental group sorts on a scale of language skills after implementing the program directly (two months after the end of the program).
3- There are statistically significant differences between the averages of sort the total degree of experimental and control group on a scale of self-efficacy and dimensions after the application of the program for the experimental group.
4- There are no statistically significant differences between the average of scores of the experimental group sorts on a scale of self-efficacy after the application program directly after follow-up period (two months after the end of the program).
Sixth: Research Methodology:
Researcher used the experimental method with both experimental and control groups.
Seventh: Research sample:
The study sample consists of 20 hearing-impaired children (10 experimental group – 10 control group), ranging in age from 9to 12 years. In terms of homogeneity (The degree of hearing – language skills – self-efficacy – the proportion of fuel – economic and social levels).
Eighth: Research tools:
1- The measure of language skills in hearing impaired (Prepared by the research).
2- A program based on the activities (Prepared by the research).
3- A measure of self-efficacy for the hearing impaired children (Shaker Qandil).
4- IQ scale.
5- The measure of the proportion of the economic and social levels of the family (Abd el Aziz Shakhas, 1995)
6- Observation form (Prepared by the researcher).
Ninth: statistical methods:
Researcher will use the Welcoson test and Mann Whitney test.
Tenth: Research results:
The results of this current study can be formulated as follow:
1- There are statistically significant differences between the averages of grades and steps of the experimental group on a scale of language skills after the application program directly after follow-up period (two months after the end of the program).
2- There are no statistically significant differences between the average of scores of the experimental group sorts on a scale of language skills after implementing the program directly (two months after the end of the program).
3- There are statistically significant differences between the averages of sort the total degree of experimental and control group on a scale of self-efficacy and dimensions after the application of the program for the experimental group.
4- There are no statistically significant differences between the average of scores of the experimental group sorts on a scale of self-efficacy after the application program directly after follow-up period (two months after the end of the program).