تربية - دكتوراة
Permanent URI for this collectionhttps://repository.neelain.edu.sd/handle/123456789/492
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Item إستخدام تكنولوجیا التعلیم فى مؤسسات تعلیم ذوى صعوبات التعلم بولایة الخرطوم(جامعة النيلين, 2009) خالدة أحمد كامل حسنItem إستخدام تكنولوجیا التعلیم فى مؤسسات تعلیم ذوى صعوبات التعلم بولایة الخرطوم(جامعة النيلين, 2009) خالدة أحمد كامل حسنABSTRAC An accumulating evidence suggests that learning difficulties among children are diverse and can be mild, moderate, severe or profound. They show developmental delay and a significant number of them experience difficulties with learning in some part of the mainstream school curriculum or whole of it. Manifestations of problems of these children are found to include poor auditory and visual memory, difficulty in the acquisition of basic skills in reading, writing, numeracy and comprehension. Low levels of self-esteem, motivation and other immature social skills are also reported. However, many of these difficulties may be transitory if appropriate intervention is made in early childhood. The present study was designed to explore and examine the centers catering for children with learning difficulties in Khartoum: the appropriateness of their infra-structure, learning resources and the curriculum and its conduciveness to their needs. The study sample included 22 centers, 46 teachers and 12 head teachers. Ten centers were excluded as they were found to be lacking classes for children with learning difficulties (4 centers), 3 centers ceased to function and the remaining three moved to unknown addresses at the time of the survey. Three questionnaires were designed ح to elicit the information required. A pilot study was administered to determine the validity and reliability of the questionnaire prior to their implementation in the field. One questionnaire was for the teachers, one for the head teachers and the third one was for the curriculum. Interviews and direct observation were used as well as means of data collection. The findings of the study suggest that environment of centers catering for children with learning difficulties is generally poor and appears to be not conducive to the needs and success of these children. The physical structures, equipment and learning resources found to be either inappropriate or very poor. The curriculum is poorly designed and the teachers need have relevant training and skills in areas of learning difficulties with emphasis on early childhood. In the light of these results, the researcher offered a number of recommendations may other researchers in this field find them usefull.