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تقويم أداء معلمات ذوي الاحتياجات الخاصة (الصم)
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مشكلة البحث وأهميته :

يعد تقويم أداء معلمات الصم من المصطلحات الحديثة نسبيا في العالم عامة وفي قطرنا خاصة ، التي تهدف إلى تطوير العملية التربوية من خلال تنمية التلاميذ الصم تنمية متوازنة ومتكاملة في النواحي الجسمية والانفعالية والعقلية والنفسية والاجتماعية ، ويرى الباحثون في علم النفس إن السنوات الأولى من حياة الطفل هي من أهم السنوات في تكوين شخصيته وتوجيهها وتعد هذه الفترة فترة مثلى فعندما يمر الطفل بهذه الفترات المثلى دون إن يأخذ فرصته من التعليم ينتج عن هذا التأخير خسارة لا تعوض .

       إن سلوك الفرد وتصرفاته وحسن قيامه بدوره في الحياة كلها أمور تكتسب وان اكتسابها يبدأ عن طريق الحواس ، إذ إن الحواس تعد المراصد الخارجية للجهاز العصبي يتلقى منها الإنسان الصور الحية للعالم الخارجي المحيط به وتنقسم هذه الحواس إلى أنواع هي : البصر والسمع والذوق والشم واللمس ، وإن التربية الحديثة لها الأثر الكبير في اهتمام المربين بتعديل وتحسين تعليم الصم وعلم وظائف أعضاء جهاز الكلام والاستفادة من بقية الجهاز السمعي في تعليم الكلام والنطق مما ساعد على نشر طريقة الشفاه وتعليم نطق الصم ، اذ تعد عملية تقويم أداء معلم الصم وعملية التعليم عملية هامة جداً للطفل المعاق سمعياً لأنها الأسلوب الذي تربطه بالحياة وان شخصية الفرد هي محصلة تفاعله مع المجتمع بكل ما يتضمنه هذا المجتمع من قيم ومعايير واتجاهات اجتماعية               ( نظام قانون الرعاية الاجتماعية في العراق ، 1980 ) .                    

       ويعد العوق إحدى المشكلات التي يواجهها الأطفال في كل مكان في العالم وخاصة في البلدان النامية . حيث تشير عدة تقارير دولية إن طفلاً على الأقل من بين عشرة مواليد يولد بعجز خطير أو يصاب به في وقت لاحق وان هذا العجز قد يعرقل نموه إذا لم يتلقى الرعاية اللازمة ويلاحظ إن             ( 80% ) من أصل ما يزيد عن ( 200 ) مليون طفل معاق في العالم يعيشون في الدول النامية وان نسبة منهم يحضون بعناية أو خدمات خاصة تقل عن ( 1% ) بالنسبة إلى مجموع الأطفال في سن التعليم المدرسي ( سن الخامسة عشر من أعمارهم ) ، وان عدد الأطفال والشباب المعوقين مع انتهاء عام ( 2000 ) مابين ( 400 ) مليون فرد وان ( 70 ) مليون معوق في الدول النامية يعانون من الصمم التام ( زكريا ، 1994، ص130 ) ، وإن المشكلات التي يعاني منها إفراد كل فئة من هذه الفئات تختلف في نوعها وتأثيرها على الإفراد وهذا يحتم اختلاف البرامج والمناهج والأساليب والطرائق التي تخدم فئات المعوقين المختلفة ( حمام ، 1977 ، ص3 ).

       ويرتبط الصم بالبكم ويعني البكم عدم القدرة على الكلام والتعبير عن الأفكار الصريحة بكلمات منطوقة وبشكل عام عدم القدرة على إصدار الرموز الصوتية وذلك بسبب فقدان حاسة السمع على الاستجابة فانه لا يستطيع إن يسمع كلام الآخرين وينتج ذلك العجز عن تعلم اللغة من خلال الكلام ومن الممكن إن تقوم أعضاء النطق بوظيفتها ضمن تدريب وتعلم خاص ، فالصمم لا يعد مشكلة محصورة في العجز السمعي بل يتعداها إلى عرقلة تطوير اللغة الطبيعية                                    ( دبابنة ، 2002 ، ص1-2 ) .

      وقد أصبح التأهيل للمعوقين لا يقتصر على توفير الخدمات فقط بل الهدف الاسمي هو تحقيق الاندماج الكامل للمعوقين ( ذوي الاحتياجات الخاصة )  في الحياة الاقتصادية والاجتماعية والصحية للمجتمع الذي يعيشون فيه ولا يمكن انجاز هذا الهدف إذا لم تشارك المجتمعات وتتحمل مسؤولياتها اتجاه المعوقين لتفتح أبواب المجتمع لهم وإعادة حقوقهم التي حرموا منها . ومن هنا ظهر أسلوب التأهيل المجتمعي  Community- Based Rehabilitation(CBR)  الذي لا يتحدد بنموذج واحد بل بنماذج تعتمد نفس المبدأ ولكن بأساليب تعتمد على المجتمع نفسه                             ( وحدة مشاريع التعاون الفني والبرنامج الانمائي للامم المتحدة ، 1995 ) .

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