الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
An introduction:
Modern trends in special education call for the development of vocational training programs for the disabled in line with the requirements and developments of the labor market, and the introduction of modern technologies during the training process, and everything that would help persons with disabilities of different disabilities to practice new crafts that depend on advanced technical skills. Vocational training must meet the requirements of the competitive labor market, and the acceptance of the disabled must be secured by business owners and all parties concerned with employment.
Study Problem:
The pillars of the problem of the current study have gathered in light of the findings of previous research and studies, which concluded that craft education for the disabled in Egypt suffers from many problems and aspects of shortcomings, as the craft education programs in Egypt are traditional, and do not take the development trends prevailing in most developed countries or the requirements of The contemporary labor market is about educating the handicapped, as it is proceeding in a stereotypical manner that does not respond effectively to the real needs of them, or the real needs of the labor market.
Study questions:
The questions of the current study are determined as follows:
1. What are the contemporary labor market requirements that must be taken into consideration when educating the handicapped, and how can they be regulated in the Egyptian environment?
2. Who are people with special needs? What are the educational qualifications for them? And what are the different dimensions of disability.
3. What is craft education for the disabled?, what are its components?, what is its importance?, and what are the foundations and principles on which it is based?
4. What is the actual reality of craft education for the disabled in Egypt?, What are the opportunities that can be taken advantage of?, and what are the strengths and weaknesses of its various programs?
5. What is the proposed strategic operational plan for developing handicraft education for the disabled in Egypt?
Objectives of the study:
The current study seeks to:
1. Identifying the pros and cons of craft education programs that are offered to the disabled within special education schools in Egypt.
2. Access to the extent to which the disabled benefit from the handicraft education provided to him through the centers, schools and institutions of craft education for the disabled in Egypt.
3. Identifying the suitability of the handicraft education provided to the disabled, which currently exists in Egypt, to the most important requirements of the contemporary labor market.
4. Identifying the difficulties that prevent the commitment of schools, centers and institutions of craft education in Egypt to the requirements of the contemporary labor market.
5. Develop pathways for handicraft education for the disabled according to the type of disability and setting standards for them.
6. Building a list of the most important requirements of the contemporary labor market on which strategic planning for craft education for the disabled must be carried out.
The importance of studying:
This study acquires importance based on the vital role of special education schools in building and preparing the disabled child. The importance of the current study can be indicated in the following points:
1. The current study presents a proposed strategic plan for upgrading the role of craft education for the disabled in light of the contemporary labor market requirements.
2. The current study derives its importance from its analysis of the reality of craft education for the disabled within the Egyptian schools.
3. It helps workers in the field of craft education for the disabled, through the proposed strategy, to benefit from it in the craft education programs they use.
4. It provides decision makers and those concerned with the mechanisms of handicraft education for the handicapped with an executive strategic plan to deal efficiently when planning handicraft education for the handicapped.
5. Benefiting from the contemporary labor market requirements in some successful countries in the same field of handicraft education for the disabled in Egypt.
Study Approach:
The researcher uses the descriptive approach, where the researcher analyzed the literature related to handicraft education for the disabled, as well as the most important models of strategic planning, leading to the development of a proposed strategic plan to activate strategic planning in the handicraft education of the disabled to determine the contemporary labor market requirements that must be followed in the handicraft education of the disabled, and the researcher follows one of the methods Strategic planning, a swot method, for a four-way analysis of the internal and external environment and identification of strengths, weaknesses, opportunities and threats to institutions of craft education for the disabled in Egypt.
Study tools:
Questionnaire
The questionnaire in this study is the main tool for collecting data and information to identify the reality of craft education programs within special education schools and centers. A questionnaire was designed for the employees and officials of those schools and centers.
Unstructured Personal Interviews:
With some officials of craft education for the disabled, including managers, teachers, mentors and some officials and those in charge of craft education for the disabled in the centers and schools of craft education in the aforementioned governorates to benefit from their opinions and identify the most important problems facing handicraft education for the disabled, and whether it responds to the requirements of the contemporary labor market.
Study community:
The study population will be selected from schools that have craft education programs for the disabled affiliated with the Ministry of Education and craft education centers affiliated with the Ministry of Social Solidarity, which have craft education programs for the disabled, in the governorates of Sohag, Qena, Cairo, and the previous governorates will be selected as they are among the most It has handicraft education programs for the disabled.
The limits of the study:
The study was conducted in the academic year 2017-2018, in the governorates of Sohag, Qena, and Cairo on a sample of those in charge and supervisors of craft education programs for the disabled in government schools that have craft education programs for people with special needs, which are represented in the institutes of intellectual education * and the institutes of hope for the deaf and dumb in the aforementioned governorates, as well as Those in charge of vocational rehabilitation programs in some vocational rehabilitation centers at the Ministry of Social Solidarity.
Terminology of study:
1. Strategic Planning:
It is intended by the researcher in the current study to present a long-term action plan for the training educational schools working in the field of handicraft education for the disabled to keep pace with the requirements of the contemporary labor market. .
2. Craft education:
In the current study, the researcher means a set of knowledge and organized activities that aim to guide and train persons with disabilities in specific skills, during a specified period of time, and enable them to carry out different activities and various relationships, gain them new experiences and satisfy their needs. A group of specialized technicians undertakes these tasks.
3. People with special needs:
The researcher in the current study means the two categories of mental and hearing disabilities, for which he provides a group of educational and individual therapeutic services, in addition to vocational rehabilitation programs in order to help them develop their abilities to the maximum extent possible, and craft education services are provided to them through specialized schools.
4. Contemporary Labor Market Requirements:
It is intended by the researcher in the current study, the set of determinants that constitute, in their entirety, a frame of reference that can be relied upon in the practices of craft education for the disabled, so that the craft education of the disabled in Egypt matches the requirements and methods of promoting their employment in light of the changing needs of the contemporary labor market.
Procedural steps for the study
The study procedures are divided into two parts:
First, the theoretical study:
It includes five chapters:
Chapter One:
The researcher deals with the general framework of the study, the problem of the study, its objectives and importance, the method used, defining terminology, through the first chapter of the study.
Chapter two:
The researcher deals with the contemporary labor market requirements that must be followed in strategic planning for the handicraft education of the disabled, in order to answer the first question related to the contemporary labor market requirements, and the researcher will dedicate the second chapter of the study to it.
Chapter three:
The researcher deals with people with special needs, their classification, the difference between them and the disabled, as well as the different dimensions of disability in order to answer the second question about people with special needs, and the researcher will dedicate to him the third chapter of the study.
Chapter four:
The researcher deals with craft education for the handicapped, its most important components, its role in raising and rehabilitating the handicapped child, the foundations and principles upon which handicraft education is based, and its most important different dimensions, in order to answer the third question related to handicraft education, to which the researcher will dedicate the fourth chapter of the study.
Chapter five:
The researcher deals with the actual reality of craft education for the disabled in Egypt, and its strengths and weaknesses, in order to answer the fourth question regarding the actual reality of craft education for the disabled in Egypt. from five axes, as the researcher will explain in the sixth chapter of the study, which will be under the title ”The field study and its results”, and the researcher will dedicate to him the fifth chapter of the study.
Second: The field study:
It includes two chapters:
Chapter six:
The researcher analyzes the results of the field study by analyzing the results of the questionnaire axes, and analyzing the opinions of the sample members. The researcher will dedicate the sixth chapter of the study to him.
Chapter seven:
The researcher presents a proposed strategic plan to improve the role of craft education for the disabled in the light of the contemporary labor market requirements, in order to answer the sixth question related to presenting a proposed strategic plan to improve the role of craft education for the disabled in Egypt. The researcher will present a summary of the results of the theoretical study as well as the field study, in order to answer the fifth question Regarding the presentation of a proposed strategic plan to improve the role of craft education for the disabled in Egypt, the researcher will dedicate the seventh chapter of the study to it.
The most important results of the study:
The most important results of the study were as follows:
1. The craft education programs in Egypt are traditional, and do not take into account the development trends prevailing in most developed countries or the requirements of the contemporary labor market towards educating the handicapped, and content themselves with sponsoring them in schools that do not meet their needs and requirements.
2. Craft education programs do not take into account the type and degree of disability, and they ignore the characteristics of students and their aptitude for craft education, as well as the results of scientific research and the scientific, educational and methodological foundations that fit the capabilities of the disabled and meet their educational and craft needs.
3. Craft education in Egyptian schools is based on personal judgments and individual experiences of the workers in those schools or centers concerned with them without relying on a specific and unified plan for craft education.
4. The inadequacy of the handicraft education process for the disabled, as it proceeds in a stereotypical manner that does not respond effectively with the real needs of them, or the real needs of the labor market.
5. Weak financial capabilities such as buildings and what they contain of rooms and rehabilitation workshops and what they contain of furniture and equipment, as they are not sufficient to achieve craft education programs
6. Craft education programs do not run in an integrated manner. Those individuals who obtained craft education programs did not find suitable job opportunities or employment for the handicapped individual after graduating.
Then the researcher finished the study by setting a strategic plan to advance the role of craft education programs for people with special needs to keep pace with the requirements of the contemporary labor market.