كلية التربية
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Item المكانة اﻹجتماعية لمعلم مرحلة التعليم الأساسي في اليمن(2007) محمد عوض منصر هرورةSummerg Introduction Not only is the teacher considered the corner stone of the whole educational process, but he is the real captain who is clinching its radar while sailing to the safe shores to achieve its basic , targets, as well. 5 So long this theme is right; so long the teacher must be locatedg at the paramount of the whole social hierarchy. . Consequently, he must be having a very respectful consideration in the viewpoints of his contemporaries. The Qteacher success depends basically on a couple of factorsf. Both can be classified as personal and social aspects. A The gersonal (actor: it depends on the way he is organizing, planning and executing his job. The social rank (status) he is occupying.‘ It is frankly to say that any social rank (status) of any human being is a two edged weapon. Firstly, nobody’s social status is borne with him but it is a result of many cumulative experiences being gained during his life time. Secondly, it is related to the social measures and criteria of the whole society classifying and stratification a specific craft or profession‘,]and where the people who are practicing these careers are located on the social pyramid of self gratificatioItem التفكير العلمي مفهومه - طرق تنميته من خلال مادة التوحيد لطلاب المرحلة الثانوية في المملكة العربية السعودية(جامعة النيلين, 2003) صالح بن سليمان بن مطلق البقعاويSearch Abstract Many Islamic societies suffer from underdevelopment and scientific retardation and this is because lack for caring with good thinking and following very bad educational policies which interested in measuring saving and produced students good at saving. As a result the aim of education became obtaining the scientific certification only which lead to destroy the scientific thinking, innovation and creativity. Aims of study: The study aims at explaining the concept of thinking, it's kinds and the concept of scientific thinking, its relation and how develop it in the secondary stage through analyzing its content. Also, suggesting an image to develop the curriculum to develop the skills of scientific thinking. The subject of the study: The subject of the study can be identified by answering these questions: what is the concept of the thinking? What are the ways of developing the scientific thinking skills? The Methodologies of the study: The scholar used the descriptive and elective methodologies by analyzing the content of the subject and its classification. The chapters of the study: the study includes: The second chapter: (Title - the theoretical study and previous studies). It includes four searches as, the concept, kinde, skills of thinking, the concept of scientific thinking and the previous studies. The third chapter; (the importance of scientific thinking in the secondary stage). It includes, the concept of the secondary stage and its aims, the growth requirements during it, the scientific thinking and some educational practices, the importance of scientific thinking in Islamic education and the relation between Al-Tawheed subject and scientific thinking. The Fourth chapter: (the civic study — the analysis of Al-Tawheed subject content). It includes: the reason of choosing it, summery of its chapters, the results of analysis and discussing it. The Fifth cheaper: (the development of Al-Tawheed subject through the skills of scientific thinking). The Sixth chapter: (the study conclusion). It includes the results, recommendations and the important suggestions. Results and Recommendations: There is no interest in scientific thinking and its development. Also, there are many persons who do not understand the importance of the secondary stage for students and society. More over ,there is a relation between Al Tawhid subject and scientific thinking.Also,there is an insufficiency of preparing its book as there are two skills of the scientific thinking as knowledge ad understanding in higher education while the other skills are in lower immediate. The scholar sees that we have to renew the curriculum to develop Al Tawhid subject course by forming professional committees to renew and to develop the legal course according to age qualifications. The scientific thinking can be developed by preparing and training the teachers to teach the skills of the scientific thinking through education curriculum .Also ,by innovating the educational [[skil1s, teaching ways and assignment techniques. We can develop it by involving the subject of scientific thinking in the faculties of education courses as an independent subject.Item تطور التربية والتعليم في الاردن في الفترة 1952 - 1997(جامعة النيلين, 1999) سامي مشهور المجاليAbstract This study aimed at highlighting the status quo of the educational process and its development in Jordan and the nature of the internal and external changes which influenced that development in the two stages : pro-educational development (1952-l987),and post- educational development stages (1988-1997) . In order to get to this aim , the study answered the following main question : How was the educational process developed in Jordan since 1952-1997 , and to what extent had it been influenced by the conditions of economical , political and the First National Educational ‘ Development Conference held in 1987 . J The scholar followed both the historical and descriptive method in order to gather the study required data . Data had been collected from various resources some of which are objective and the others are subjective . The most important resources were : the educational legistlative series issued by the Jordanian state if Institution , the scientific works theoretical readings stemmed from the educational movement pace , and the free interviews with persons responsible of the educational activity administration in the Jordanian society . Through analysis of its data , the study pointed out the following results : - The year 1952 was considered the begining of the real ' educational changing stage in Jordan . The beginning of this stage had been clarified by a number of internal and external alternatives effectiveness that influenced the level of the educational systematic effectiveness in Jordan . One of these alternatives is the accession of the late king Hussein to the throne and his determination to carry out the required social change in the country . In this period there was an increasing feeling towards generalizing education , transferring it from just for the elite to education is for all, widening education opportunities to meet the needs of the people , the necessity for educational reform , ' creating a modern educational system closely relevant to the aims of the Jordanian system concerning social and polititical values ,and meeting the needs of the largest number of the population in order to make the system more democratic . Education is viewed asvery important and it positively influences the social development and conserves its institutions . All those alternatives and many others gave birth to the educational legislative series which very much contributed to crystallize an ideal Jordanian philosophy of education which sprang from the resources of the Arab Islamic and the international culture . ' In view of the philosophy of education in Jordan , which combines authenticity with modernity , public with private , internal with external , quantity with quality , and the _ objective with the personal , education has progressed until the second third of 1967 . During 1967 and some years later there were some political and military changes ( 1967 setback , 1970 Sept incidents) . These changes , and the economic and social effects which followed , had a total impact on the capacity of the educational mode . ’ The method used to face objective problems in Jordan was not efficient enough , a fact which led to slowing down the pace of education . ' Education regained its pace at the end of 1970 when the counrty became politically stable , and due to the industrial movement , urbanization , the status of women , and population growth . ' In the light of the changes the educational movement witnessed in Jordan during the seventies , education progressed quantitatively rather than qualitatively , due to the data of the educational mode itself, whereby the data could no longer develop itself qualitatively because of lack of resources , increase of debts ,unemployment , financial and administrative corruption , and poverty . Since the educational mode in Jordan needed development, the Ministry of Education reviewed all elements of the education system , with the aim of assessing its effectiverness and modernity , and found out that all these elements needed development and modernization . In the light of this decision , which is based on objective facts , emerged the Conference for Educational Development in Sept , 1987 . This Confernce was able to defermine all educational policies required for bringing about educational reform in Jordan . According to the recommedations of the Educational Development Conference ~, several educational programs have been designed , coordinated and followed up, the mosti mpostant of which are : updating educational legislations , deepening the qualitative impact of educational development ,through improving in-service teacher training programs in accordance with the new curricula, upgrading capabilities of teachers, improving their performance, and enabling them to make use of diagnostic techniques , capacity - building of administrative leadership developing quality ofschool buildings with the aim of improving the teaching learning environment , developing a rational system for construction of school - buildings for the purpose of accommodating the increasing numbers of pupils , developing curricula and school - textbooks , in light of innovative types of knowledge , diversifying school education and individualizing it on the basis of student capability and community requirements , reducing educational wastage through controlling rate of student failure,and considering school a basic unit for educational and social development through educational innovations. . Educational development has coped with changes and developments taking place at the local and regional levels . In addition , it has been affected by socio -economic transformations like the Gulf war , which had a remarkable impact on implementation of educational development plans and programs . Needless to say that this war hindered emergence of more developed and modern innovations . This study ,with its historical and descriptive approach , dealt with the educational movement in Jordan , as well as factors affecting it , and emphasized that educational development is adapted to contemporary conditions and issues , with the aim of improving education qualitatively . In view of the study conclusions , the following recommendations have been arrived at : . -t The necessity of providing proper physical and human resources for achievement of objectives of education . - Expanding concepts of administrative decentralization , and deepening institutionalization in decision - making . - _ - Involving the different sectors of community such as , Ministries of Health and Agriculture, universities , companies as well as public and private institutions , in preparing curricula . Moreorer , employers should be involved in designing vocational education curricula , in particular , to - meet labour market requirements . Developing the theoritical and practical courses taken at the Educational Sciences Colleges in the universities of Jordan with the aim of responding to the objectives of teacher certification programs . ' Developing educational supervision and providing it with all available facilities to enable supervisors to perform their tasks effectively . Developing capabilities of teachers and their performance in the classroom . Reconsidering the policy of distributing pupils to the different streams of vocational education to meet labour market requirements , with the aim of enhancing the status of this type of education . Developing the Genral Secondary Certificate Examination ' through including some scores of prerious grades into the final average , and stressing measurement of mental capabilities , rather than focus on memorization . Establishing a real and efficient partnership between the different educational and social institutions . Focussing on educational services such as , school health and nutrition , libraries , activities , educational counselling; and maintenance of school — building , as well as generalizing them to the whole schools in the Kingdom . Providing sufficient material resources required for realizing the goals of education .Item أثر دور رعاية الأيتام في تربية الأيتام في المجتمع الأردني(جامعة النيلين, 1999) خالد عبد الرحمن خالد العطياتABSTRACT The Impact of Orphanages on the Orphans Rearing in the Jordanian Society This study aimed at acknowledging the educational and social actuality of the orphans living in the orphanages in Jordan, so it could be understood, interpreted and developed. Among orphans who are qualified to answer the questionnaire a total of (197) students (male and female) served as a sample of the study, and were chosen by inclusive check mode fiom all the orphanages in Jordan except Dar Al-bir Bil Bara’em. H This sample Comprises (%l3,l3) of the whole Community which consists of (1500) students. To reach the goals of the study, the researcher constructed five hypotheses; to test these hypotheses he used the descriptive and analytic statistics such as: arithmetic average, percentage, arithmetic mean, crude frequency, T test, F test, S-Ni-K test.... The results indicated that the existing orphanages are diflerent fiom ideal orphanages regarding both nearness, and famess, because they are near in respect of alternative parental rearing pattems, the kind of social worker, enrolhnent rate, lear';r;ng observation rate; and they are far in respect of educational achievement indications, age, human crowdness, and the kind of problems in the institutional structure. Inspite of the large number of statistical treatment approaches which were used in the study the result was consistent with all the former studies which guided the study theoretically and in the field. The new thing this study added to the previous studies, is the approvement of the effective impact of some new variables (the more significant characteristics of orphan children) and the formation of the inductively proved variables in a new structure (the Jordan Society) which were prevailed by cultural swinging, and its emphasis on other assumed impact factors (unknown).Item المؤسسات التربوية في الأردن ودورها في إكساب القيم التربوية للطفل الأردني(جامعة النيلين, 2007) سالم سلامة العناسوةالمستخلص باللغة العربية: هدفت هذه الدراسة إلى التعرف على المؤسسات التربوية في الردن ودورها في اكساب القيم للطفل الردني من وجهة نظر المعلمين والمعلمات وفق متغيرات الجنس، والمؤسسة التربوية، والمؤهل العلمي، والخبرة العملية. وحاولت الدراسة الجابة عن السؤال الرئيس التالي: ما المؤسسات التي تؤثر في شخصية الطفل الردني؟ وانبثق من هذا السؤال السئلة الفرعية التالية: 1 .مادور السرة في تكوين شخصية الطفل؟ 2 .مادور رياض الطفال في تكوين شخصية الطفل؟ 3 .مادور المدرسة البتدائية في تكوين شخصية الطفل ِ؟ 4 .هل توجد فروق ذات دللة احصائية في إكساب القيم في المجتمع الردني تعزى إلى الجنس، أو المؤسسة التربوية، أو المؤهل العلمي، أو الخبرة بالنسبة للمعلمين، أو المعلمات في رياض الطفال والمدرسة البتدائية؟ واختبرت الدراسة فرضية رئيسية واحدة ذات جوانب متعددة هي: يوجد دور إيجابي للمؤسسات التربوية الردنية المتعلقة بالسرة ورياض الطفال والمدرسة البتدائية في إكساب الطفل الردني القيم التربوية الصحيحة. وينبثق عن الفرضية المحورية الفرضيات التالية: الفرضية الولى: توجد فروق ذات دللة إحصائية في القيم الجتماعية، والمعرفية، والروحية، والقتصادية تعزى إلى الجنس. الفرضية الثانية: توجد فروق ذات دللة إحصائية في القيم الجتماعية، والمعرفية، والروحية، والقتصادية، تعزىِإلى المؤسسات التربوية. الفرضية الثالثة: توجد فروق ذات دللة إحصائية في القيم الجتماعية، والمعرفية، والروحية، والقتصادية، تعزى إلى المؤهل العلمي. الفرضية الرابع ِة: توجد فروق ذات دللة إحصائية في القيم الجتماعية، والروحية، والمعرفية، والقتصادية تعزى إلى الخبرة. استخدم الباحث المنهج الوصفي التحليلي لمناسبته لطبيعة الدراسة، حيث يقوم هذا المنهج على وصف الظاهرة كما هي موجودة في واقع المر ويهتم بالتحليل والحصائيات والتفسير والتعميم، وذلك من خلل الوقوف على واقع المؤسسات التربوية ووصف مهامها ودورها في إكساب الطفال المنظومة القيمية . التربوية كما استعان بأسلوب التحليل الحصائي لعينة الدراسة المكونة من (1800 (معلم ومعلمة، من المجتمع الصلي البالغ ( 36007 (معلمين ومعلمات موزعين على (31130 (مدرسة و(4877 (روضة، واختار الباحث عينة بالطريقة العشوائية بنسبة 5 %من المجموع العام لقاليم الوسط والجنوب . والشمال وقد وظف الستبانة كأداة لجمع البيانات بعد أن عدل وطور الستبانة لخدمة أغراض البحث؛ إذ تضمنت أربعة محاور قيمّية مجموعها (51 (قيمة : هي القيم الجتماعية، والعقلية، والروحية، . والقتصادية واستخدم الباحث اختبار تحليل التباين ( ) ت للجابة عن السؤال هل توجد فروق ذات دللة إحصائية وفق متغيري الجنس والمؤسسة التربوية في إكساب القيم الجتماعية والروحية المعرفية والقتصادية من وجهة نظر المعلمين والمعلمات؟ كما استخدم اختبار تحليل التباين ( ) ف للمقارنات بين المتوسطات التي توجد بينها فروق ذات دللة احصائية وفق متغير المؤهل العلمي والخبرة في إكساب القيم الجتماعية والمعرفية والروحية والقتصادية من وجهة نظر المعلمين والمعلمات؟ توصلت الدراسة إلى النتائج التالية: أولً: كشفت الدراسة عن أهمية تعزيز دور السرة في تثبيت المنظومة القيمية لدى الطفال، وضبط عملية النفتاح الناجم عن التطور الحضاري، وما يتأتى عنه من مشكلت تحدث في الغالب توتراً في المناخ السري الذي يؤدي إلى الطلق، مما يحول دون استمرار هذه السرة في أداء رسالتها التربوية نحو الطفال. ا ثاني : كشفت الدراسة عن أثر البطالة في الجتمع الردني وما يترتب عليها من آثار سلبية ً للطفل في مراحله العمرية المختلفة. ا دورً رئيساً في تعزيز المنظومة القيمية لدى ثالث : كشفت الدراسة أن للمؤهل العلمي ا ً معلمات رياض الطفال في إقليم الوسط والجنوب والشمال. رابع ً: أوضحت الدراسة أنه ليس للمؤسسة التربوية أي أثر على القيم الروحية في إقليم ا الوسط، بينما لها آثار إيجابية في محاور القيم الجتماعية، والمعرفية والقتصادية. خامسً: بينت الدراسة أنه ل يوجد للخبرة تأثير في محاور القيم الجتماعية والمعرفية ا والروحية، والقتصادية في إقليم الجنوب. سادس ً: يوجد فروق ذات دللة إحصائية في القيم الجتماعية، والمعرفية، والروحية، ا والقتصادية، تعزى للجنس وللمؤسسة التربوية والمؤهل العلمي والخبرة في إقليم الوسط والجنوب والشمال. سابع ً: وجدت فروق ذات دللة إحصائية في القيم الجتماعية، تعزى لمتغير الجنس، ا والمؤسسة التربوية، والمؤهل في إقليم الجنوب. ا ثامن : كانت الفروق الحصائية بين المتوسطات الحسابية في إقليم الشمال والوسط ً والجنوب لصالح الناث، ولصالح المدرسة البتدائية لمتغير المؤسسة التربوية في إقليم الوسط، ولصالح الروضة، في متغير المؤسسة التربوية، والخبرة من 6- 10سنوات في إقليم الجنوب. في ضوء نتائج الدراسة خرج الباحث بتوصيات من أهمها: 1 .معالجة مشكلت الطلق في المجتمع الردني، بما يضمن التقليل من هذه الظاهرة إلى أقصى حد ممكن، ووضع اللية المناسبة لتحقيق ذلك. 2 .ضرورة مكافحة الفقر والبطالة، وفق برنامج واضح المعالم، بتوفير فرص العمل، وتقديم التسهيلت المالية والقروض لمن يحتاجها، والحد من ظاهرة التسرب في المدارس. 3 .تفعيل دور المؤسسة التربوية في غرس المنظومة القيمية لدى الطفال في مراحل رياض الطفال والمدرسة البتدائية. توثيق العلقة التكاملية القائمة على التعاون بين السرة ورياض الطفال والمدرسة. المستخلص باللغة النجليزية: This study aimed at recognizing educational institutions in Jordan and their role in giving the moral values to the Jordanian child, based on male and female teachers’ point of view, according to the variables of sex, education institution, academic qualification and practical experience. The study tried to answer the following main research question: What are the institutions that affect the personality of the Jordanian child? From this main question, the following research questions emanate. 1- What is the family role in formulating the child’s personality? 2- What is the role of kindergartens in formulating the child’s personality? 3- What is the role of the primary school in formulating the child’s personality? 4- Are there any differences of statistical significance in giving the moral values to the child in the Jordanian society that could be attributed to: sex, education, institution, academic qualification and experience from the point of view of male and female teachers in kindergartens and primary schools? The research tested one main hypothesis with several aspects as follows: There is a positive role of Jordanian teaching institutions related to: Family, kindergartens and primary schools in giving the Jordanian child the proper moral values. The following hypothesis emanated from the main study hypothesis: First hypothesis: There are differences of statistical significance in social, knowledge, spiritual and economical values attributed to sex. Second hypothesis: There are differences of statistical significance in social, knowledge, spiritual and economical values attributed to the education institution. Third hypothesis: There are differences of statistical significance in social, knowledge academic, spiritual and economical values attributed to the academic qualification. Fourth hypothesis: There are differences of statistical significance in social, knowledge, spiritual and economical values attributed to the experience. The researcher used the descriptive analysis methodology that suits the nature of the study. This methodology relies on describing the phenomenon as it is in reality, and is concerned with analysis, statistics, explanation and circulating, through investigating the reality of the educational institutions, describing their missions and their roles in giving the children the matrix of educational moral values. The researcher also used the statistical analysis methodology for the sample study which consisted of (1800) male and female teachers, from the original community of (36007) male and female teachers including schools (31130) and kindergartens (4877). The researcher selected 5% of this community randomly in the middle, northern and southern regions. He employed the questionnaire as a tool to collect data after he developed this questionnaire to serve the research purposes. The questionnaire contained four main types of values: social, knowledge, spiritual and economical values. He used the analysis of variance (T-test) to answer the question: Are there differences of statistical significance that could be attributed to the two variables of sex and teaching institution in giving the child the social, spiritual, knowledge and economical values from male and female teachers’ point of view. (F-test) was also used to compare the mean values to investigate the statistically significant differences that could be attributed to the academic qualification variable and the experience variable in giving the child the social, spiritual, knowledge and economical values from male and female teachers’ point of view. Study conclusions: The study revealed the following results: First: The importance of supporting the role of the family in profounding the value matrix given to children and controlling the openness process resulting from the civilization development and problems arising from it, that cause family tensions which might lead to divorce. This prevents family from performing its teaching message towards its children. Second: The influence of unemployment on the Jordanian Society and the negative effects that lead to more problems in different age levels. Third: The scientific qualification has a main role in supporting the value matrix for the kindergartens’ female teachers in the middle, southern and northern regions. Fourth: The educational institution has no influence on spiritual values in the middle region of the country, whereas it has a positive influence on the social, knowledge and economical values. Fifth: The experience has no influence on the values of the social, spiritual, knowledge and economical components in the southern region of the country. Sixth: There are differences of statistical significance in the social, knowledge, spiritual and economical values attributed to sex, educational institution, academic qualification and experience in the middle, southern and northern regions of the country. Seventh: There are differences of statistical significance in social values that could be attributed to sex and educational institution in the southern region of the country. Eighth: Statistical significance between the arithmetic means were for females favour in the middle, southern and northern regions and were for primary schools favour regarding the education al institution variable in the middle region and for kindergartens regarding the same variable – educational institution –and for experience (6-10) years in the south. Study Recommendations In view of the study results, the researcher recommends the following: 1. To find a mechanism to deal with the divorce problem in the Jordanian society in order to minimize this phenomena as much as possible. 2. To find a mechanism to deal with the unemployment and poverty problems in the Jordanian society according to clear program through providing labour chances, financing and loans to minimize pupils dropping out. 3. To activate the role of the educational institution in developing the matrix of values in kindergartens and primary schools. 4. To reinforce the relationship between family, kindergarten and school on the basis of cooperation.Item دور التعليم العالي في تنفيذ برامج التنمية الاجتماعية والاقتصادية في السودان في الفترة من 1990 - 2005م(جامعة النيلين, 2007) صديق بابكر أحمد دفع اللهAbstract The aim of this study is to reflect the role of higher education in implementing social and economical development programs in Sudan in the period extending from 1990 to 2005. This study is meant to define the concept and philosophy of higher education in the Sudan and to what extent this philosophy is related to the prevailing circumstances in the Sudan and what the contribution of higher education in the economical and social development in the Sudan and how far higher education is concemed about the technical role that is due to the great impact of the higher education in leading and setting a head the programs and plans of development. The researcher has used the descriptive criterion for it's suitability to the nature of this study. ' The most essential findings: 4 l. The philosophy of the higher education is quite obvious in the tenn of concept, planning, criterion and evaluation. 2. The objectives of the higher education in Sudan cater for some of the technological requirements of the state. 3. Higher education has become much interested in providing the society with its momental and future needs. - 4. The outputs of the higher “education hardly cope with and satisfy the requirement of labor in Sudan. Essential Recommendations and Proposals: First: Establishing suitable ways of coping the outputs of high education institutions with the real need of both development and labor markets in a more effective image- for instance, orientation services to the students and the selective and encouraging policy are highly needed. J . Second: Higher education should be apriority, in particularly in the term of constructing workshops, laboratories and getting equipment and all field training inputs. Third: Planning for higher education giving participation to all those interested in educational process such as educational experts, families, industrial companies and favor dashers. That is‘ to get acquainted with the future requirements and how to center for them when planning for higher education. -Item تربية المعوقين في الإسلام وفي التربية الخاصة الحديثة دراسة تحليلية(جامعة النيلين, 2005) عصام نمر يوسف عوادAbstract The education of disabled persons in Islam and in the modem special education “Analytical study” 4 Prepared by: Essam Namer yousefAwwad Supervised by: Dr.Ahmad Saad Masoud I The present study aimed to find out the differences and similarities of the disablededucation in the Islamic and modern special education through answering the questions of study: 1- What are the major differences care of the disabled people in the Islamic education compared with the disabled education in old civilization? I 2- What are aspects of convergence between the care of Islamic education with rega'r'd"'to‘ the*preventi‘o'n of disabilities and the view of modern special education to the prevention of disabilities, too? 3- What similarities can be found in determining the categories of special education in the Islamic education » and categories in the modern special education? 4- What are the similarities and differences between the rights of the disabled in the Islamic education and their rights in the modern special educations including the - international declarations for the rights of the disabled A 5- What are the similarities in determining the teaching principles of the disabled in the Islamic education as stated by the scholars and philosophers of the Islamic education (e.g.: AL Qabisi, Ibn Khaldoun, Ibn Sina an“d'Al farabi) The descriptive approach was used to answer the questions of study (content analysis) for the various resources and references on education of disabled in both the Islamic and modern special education The results of the content analysis confmned what the resources and references pointed out that the Islamic education has maintained, since earlier Islam, the rights and pride of all individuals Whether they are normal or disabled e which did not exist in old civilizations The Islamic education focused, through Quranic verses and the hadith (prophet Mohamad’s sagings) on the prevention of disabilities by taking precutions, the issue, which has been confirmed by the modern special education at present Regarding the determination of the categories of special education, most categories of disabilities in Islamic education were mentioned explicitly in the verses of Quran and the Hadith. with respect to the rights of the disabled people, the Islamic education has been a leader in providing them with these rights, which include-health insurance, economic, and academic rights as well as integrating them with society, This all happened long before the international Declarations which never exceeded theoretical aspect. In conclusion, with regard to teaching principles of the disabled, the experts of the Islamic education were keen to adopt the principles, which consider the individual differences as well as enhancement and repletion. The also used the diagnosis and teaching techniques before the special education did that. _ The summary of all this is hat the Islamic education was the pioneer in the care, training and teaching of the disabled ' people and provide the human outlook which keep their pride and dignityItem النشأة والتطور لتعليم الأساس بولاية البحر الأحمر من الفترة 1954م – 2004م والرؤية المستقبلية(2007) حامد أبو فاطمة طاهرItem المؤسسات التربوية في الأردن ودورها في إكساب القيم التربوية للطفل الأردني(2007) سالم سلامة العناسوةItem الجهود التربوية للمحب المالكي من خلال مخطوطته معراج الطالب إلى سنِّي المطالب ” ومدى استفادة المدرسة منها(2005) خالد صالح محمد باجحزر