الفهرس 
مدخل إلى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 169 |  |  |
| | | from | 169 | | |
المستخلص
In light of the current modern developments in the education and technological science sectors in our time, close attention began to be paid to the current category of students, as they are the greatest beneficiaries of such development. The current educational curricula should be developed, as education is the preparatory stage of the individual to be an active member of society and to attain human development goals, as well as to engage in serving his community. We should also develop the current educational curricula to keep up with the rapid changes that we are witnessing in all aspects of life, which would lead us to develop the various stages of education, in a manner appropriate to the ways of thinking of this targeted category.
Directions of special education are of the most significant elements that specialists seek to define; such directions are important for their impact on the psychological stability, the ability of education, and planning service programs provided for individuals with special needs. The negative directions towards such individuals always had a negative impact on them, as some societies of the world aimed to eliminate individuals with special needs, as they are unfit for serving society. The issue of directions towards individuals with special needs has gone through various stages. It developed from negligence to isolation, imprisonment, and eradication, until the emergence of monotheistic religions that all reflect the human values and call for the care of the sick, the disabled, and the weak through different institutions inside human societies, as such care and charity has become the real measure of societies’ development (Mohammed Al Khawaldeh, 2015, 315).
The hard of hearing in general and hearing disability, in particular, do not affect the individuals` intelligence levels, as individuals with such special needs are educable like ordinary individuals unless there is brain damage accompanying the disability. Whereas the hard-of-hearing child has the same intelligence level as the ordinary child. An argument arose among scholars regarding the relationship between cognitive development and hearing disability; as some believe that cognitive development does not rely on language, while others believe that sign language used by the hearing disabled is a real language. In order to enhance cognitive development for the hearing impaired, they have to be provided with various olfactory, kinesthetic and visual stimulis. The educational process should involve all kinds of thinking, colors, movement, creativity, and innovation (Hala A-Saeed, 2016, 158).
(Fathi Jarwan, 1999) has noted that creativity and various skills in creative thinking are in conjunction with super activities that are difficult to be interpreted even by the people who did such activities despite their being intelligent philosophers or scientists rare in their societies. For a long time, the creative ability has been associated with normal individuals; therefore, the activities of the disabled have been regarded as creative activities only after the special education development in the last few decades. Moreover, it is noted that hard-of-hearing individuals have ideas and solutions that normal individuals do not have. Some of the disabled have contributed to world development such as the wonder woman, Helen Keller; Louis Braille; the Composer, Beethoven; the Scientist, Stephen Hawking; and the Writer, Taha Hussein.
Hence, the issue of developing creative thinking skills among children with special needs in general, and hard-of-hearing children, in particular, has significant attention, provided that disabilities are not accompanied by intellectual disabilities that prevent the child from proper thinking and do not prevent others from providing support to develop their thinking skills.
There have been many fields of research in developing creative thinking skills among children with different disabilities, through programs based on different artistic activities, such as handicrafts, musical activities, pottery, sculpture, drawing and ornamentation. Previous studies and research such as Reda Mahmoud (2015) study and Salama Ajaj (2007) study indicated that training the disabled from a young age in these activities results in enhancing their talents, releasing their creativity, and developing their skill and creative performance, if done in a good scientific and methodological framework. This leads us to emphasize the role of the specialized scientific study in developing these abilities among these students, especially those with hearing disabilities. The results of Abdul Rahman bin Matouk (2011) study indicated that the isolation of the hard of hearing and the hearing impaired, and the society’s lack of awareness of the importance of sign language and the importance of using it, contributes to limiting their creative ability. It leads to a low level of creative thinking for them, especially that the curricula for the deaf and the hearing impaired are derived from the curricula of general education, i.e. these curricula were not developed according to the needs of this group. No efforts were made to coordinate and reformulate the curricula to suit that group.
Therefore, this study aimed to develop creative thinking skills such as (Fluency - Flexibility - Authenticity - Elaboration) of the hard of hearing utilizing a training program that includes a group of activities of the installation art. Studies and researches indicated the importance of this type of art in identifying the aesthetic values and its importance in developing the individual`s creative thinking skills (Like the research of Hanan Muhammad - 2008).
The Study Problem:
The study problem emerged from the researcher’s reading in the field of special education and from viewing theoretical frameworks and previous studies that addressed the phenomenon under study. It also emerged from the researcher interviewing social and psychological specialists in schools for hard of hearing, in addition to interviews and discussions with some students with hearing impairments. Signs of unorganized creative thinking were noticed among them, therefore by this logic, the researcher aims to design a training program to develop their ability to help them take advantage of this ability as much as possible in all areas of their lives.
Our country paid great attention to the disabled in recent times. The World Disability and Rehabilitation Conference (2020) has been held and recommended to raise the educational level for the disabled and provide them with the right of education, training, and rehabilitation for all groups in the light of technological development. The conference also recommended building scientific and academic structures for supporting the efforts of civil and non-governmental organizations. Such support will be achieved through the international cooperation with the international organizations in the field of disabilities, as well as in the societal field to benefit from the scientific expertise of the advanced schools in such fields, in order to suit their way of thinking and in a way that highlights their different creative and innovative abilities.
Hard-of-hearing people represent a large number of individuals with special needs; therefore, it was necessary to pay attention to the education and training of such category of people in general, providing them with different knowledge, skills, and experience that helped develop their mental, intellectual and creative abilities, through self-education or programs designated for them to help them understand what is going on around them and handle all different aspects of life efficiently.
This coincides with the results of some previous studies and research which indicated that training programs have a significant impact on developing creative thinking among the hearing disabled students, as in (Abdul Raouf Ismail, 2019) study, (Majed Diab, 2019) study, and (Magda Hashem, 2018) study, which aimed to develop some creative thinking skills through origami. The study of (Osama Hassan, 2010) aimed to develop the four basic skills of creative thinking (fluency, flexibility, originality, elaboration) through a training program based on manual work and activities. The results showed that understanding creativity helps to fertilize imagination and emotional stability through the interaction of the hard of hearing with artistic experience.
Installation Art is considered a gateway for the development of creative thinking skills, through expressive methods used in the artistic work, whether raw materials, video screens, sculptural works, music, moving pictures, performance presentation, or written texts. It also has an effective and essential role through the effective participation it creates between its artistic components and the audience within the artistic system. It links all the elements of the artistic work within one vacuum and allows the viewer to imagine and create that artistic work. While receiving the artist’s message by the viewer, experience arises between the work and its components through the aesthetic situation (Adel Tharwat, 116, 2014). This coincides with (Hanan Muhammad Ali, 2008) study, which aimed at identifying the aesthetic values of Installation Art and the access to benefit from this art in developing the creative ability in the field of sculpture.
So the current study attempts to present a training program based on installation art to develop creative thinking skills among a sample of hard-of-hearing students. In light of the foregoing, the study problem can be identified in the following two main questions:
(1) What is the effect of the training program based on installation art for developing creative thinking skills such as (fluency - flexibility - authenticity - elaboration) in the hard of hearing?
(2) How long is the continuity of the training program`s impact used to develop the Creative Thinking Skills such as (fluency - flexibility - authenticity - elaboration) in the hard of hearing after ending the program`s sessions and during the follow-up period?
The Study Objectives:
(1) Identify the Effectiveness Of Training Program Based On Installation Art For Developing Creative Thinking Skills such as (Fluency - Flexibility - Authenticity - Elaboration) in the hard of hearing
(2) Identify the continuity of the training program`s impact used to develop the Creative Thinking Skills of the study sample of students after ending the training sessions and during the follow-up period
The Study Significance:
The significance of the study unfolds in the following two aspects:
Theoretical Significance:
Enriching literary studies in the field of mental health and individuals with special needs, studying how to improve the creative thinking skills of the hard of hearing utilizing training programs.
Providing a new study to the Arabic Library that aims to create training programs for developing creative thinking skills for a sample of the hard of hearing.
Developing a theoretical framework that contains many tools and techniques that can benefit those in charge of the educational process of individuals with hearing disabilities, and help them to develop their creative thinking skills.
This study is a fundamental core for other studies and a source of many recommendations.
Practical significance:
Providing the competent institutions and authorities with a program to develop creative thinking skills for individuals with hearing disabilities.
Highlighting the non-academic abilities of the hard-of-hearing students, which can be developed for lifting their morale and their emotional support when focusing on their strengths.
Giving the attention of educators and planners to the programs and curricula of this category of individuals and the Inclusion of various artistic activities within the daily lessons` exercises provided to the hard of hearing students in order to develop their creative thinking skills.
The Study Approach:
The current study used the quasiexperimental approach (one experimental group and pre- post-, tracer measurement) for its relevance to the nature and variables of the study.
The Study Delimitation:
(1) Human Limits: The study used a preparatory hard of hearing students between 15 - 17 years of age, with a mean age of (16.40) yrs, a standard deviation of (0.84), and the percentage of their intelligence ranges (85: 110) and a hearing range between (35- 65) dB.
(2) Temporal Limits: this study was applied during the second semester of 2020/2021.
(3) Spatial Limits: Al-Amal School for the Deaf and Hard of Hearing in Beni Suef, Department of Special Education, Beni Suef.
(4) Methodological Limits: The study relied on the quasiexperimental approach (one experimental group and pre- post-, tracer measurement).
The Study Tools:
(1) Torrance Tests of Creative Thinking by Ellis Paul Torrance, the B Edition, (translated by of Muhammad Ahmed Mahmoud Khattab - 2018).
(2) Stanford–Binet Intelligence Scales, the 5th Edition (translated to Arabic by Mahmoud Abu-Elnil, 2011).
(3) The Installation Art Training Based-Program (prepared by the researcher).
The Study Hypotheses:
(1) Are there statistically significant differences between the mean scores of the hard of hearing before and after the application of the training program on the creative thinking scale in the direction of the post application?
(2) Are there statistically significant differences between the mean scores of the hard of hearing in the post and follow-up measurements of the training program on creative thinking scale?
The Statistical Methods:
The statistical methods that have been resorted to in the results of this study are the following Nonparametric Methods:
1- Chi-squared test.
1- Wilcoxon signed-rank test.
2- Correlation Coefficients.
The Study Findings:
The study reached the following conclusions:
There are statistically significant differences at the significance level of (0.01) between the mean scores of the hard of hearing in the pre and post measurements in the first dimension (Fluency) on the creative thinking scale in favor of the mean scores of the post-measurement, with the mean values of the pre and post measurements. This reflects the improvement of the study sample of students in the post measurements due to the training program.
There are statistically significant differences at the significance level of (0.01) between the mean scores of the hard of hearing in the pre and post measurements in the second dimension (Flexibility) on the scale of the psychological needs in favor of the mean scores of the post-measurement, with the mean values of the pre and post measurements. This reflects the improvement of the study sample of students in the post measurements due to the training program.
There are statistically significant differences at the significance level of (0.01) between the mean scores of the hard of hearing in the pre and post measurements in the third dimension (Elaboration) on the creative thinking scale in favor of the mean scores of the post-measurement, with the mean values of the pre and post measurements. This reflects the improvement of the study sample of students in the post measurements due to the training program.
There are statistically significant differences at the significance level of (0.01) between the mean scores of the hard of hearing in the pre and post measurements in the fourth dimension (Authenticity) on the creative thinking scale in favor of the mean scores of the post-measurement, with the mean values of the pre and post measurements. This reflects the improvement of the study sample of students in the post measurements due to the training program.
There are statistically significant differences at the significance level of (0.01) between the mean scores of the hard of hearing in the pre and post measurements on the creative thinking scale of the hard of hearing in favor of the mean scores of the post-measurement. This means that the mean scores of students with hard of hearing in the post-measurement on the total score of the creative thinking scale are greater in statistical significance than its counterpart in the pre-measurement, which achieve the validity of the first hypothesis.
There are no statistically significant differences between the mean scores of the hard of hearing in the post and follow-up measurements in the first dimension (Fluency), which means that there is a convergence between the mean scores of the hard of hearing in the post and follow-up measurements in (Fluency).
There are no statistically significant differences between the mean scores of the hard of hearing in the post and follow-up measurements in the second dimension (Flexibility), which means that there is a convergence between the mean scores of the hard of hearing in the post and follow-up measurements in (Flexibility).
There are no statistically significant differences between the mean scores of the hard of hearing in the post and follow-up measurements in the third dimension (Elaboration), which means that there is a convergence between the mean scores of the hard of hearing in the post and follow-up measurements in (Elaboration).
There are no statistically significant differences between the mean scores of the hard of hearing in the post and follow-up measurements in the fourth dimension (Authenticity), which means that there is a convergence between the mean scores of the hard of hearing in the post and follow-up measurements in (Authenticity).
There are no statistically significant differences between the mean scores of the hard of hearing in the post and follow-up measurements on the creative thinking scale of the hard of hearing. This means that there is no convergence between the mean scores of the hard of hearing in the post and follow-up measurements, which achieve the validity of the second hypothesis.