1. ١
‫اﻟﺘﻌﻠﻢ‬ ‫ﺻﻌﻮﺑﺎت‬ ‫ﻣﺆﺷﺮات‬ ‫ﺑﻌﺾ‬‫اﻟﺬات‬ ‫ﺑﻤﻔﮭﻮم‬ ‫وﻋﻼﻗﺘﮭﺎ‬
‫اﻟﺮوﺿﺔ‬ ‫أﻃﻔﺎل‬ ‫ﻣﻦ‬ ‫ﻋﯿﻨﺔ‬ ‫ﻟﺪى‬‫اﻟﺴﻌﻮدﯾﺔ‬ ‫اﻟﻌﺮﺑﯿﺔ‬ ‫ﺑﺎﻟﻤﻤﻠﻜﺔ‬
‫ﺍﻟﺩﻜﺘﻭﺭﺓ‬/‫ﺍﻟﻤﻜﺭﻤﺔ‬ ‫ﻤﻜﺔ‬ ‫ـ‬ ‫ﺍﻟﻘﺭﻯ‬ ‫ﺃﻡ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ـ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻜﻠﻴﺔ‬ ‫ـ‬ ‫ﻤﺸﺎﺭﻙ‬ ‫ﺃﺴﺘﺎﺫ‬ ‫ـ‬ ‫ﺒﺨﺵ‬ ‫ﻁﻪ‬ ‫ﺃﻤﻴﺭﺓ‬
‫ﻣﻠﺨﺺ‬:
‫ﻫﺩﻓ‬‫ﺕ‬‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬‫ﺘﺤﺩﻴﺩ‬‫ﺍﻨﺘﺸﺎﺭ‬ ‫ﻨﺴﺏ‬‫ﻤﺅﺸﺭﺍﺕ‬‫ﺍﻟﺘ‬ ‫ﺼﻌﻭﺒﺎﺕ‬‫ﻌﻠﻡ‬‫ﺍ‬ ‫ﻟﺩﻯ‬‫ﻷﻁﻔـﺎل‬
‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺒﻤﺭﺤﻠﺔ‬‫ﺍﻟﻤﻜﺭﻤﺔ‬ ‫ﺒﻤﻜﺔ‬‫ﺒ‬‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺎﻟﻤﻤﻠﻜﺔ‬.‫ﻋﻥ‬ ‫ﻭﺍﻟﻜﺸﻑ‬‫ﺍﻟﻔﺭﻭﻕ‬‫ﺒﻴﻥ‬‫ﺍﻟـﺫﻜﻭﺭ‬
‫ﻭ‬‫ﻓﻲ‬ ‫ﺍﻹﻨﺎﺙ‬‫ﻤﺅﺸﺭﺍﺕ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬.‫ﻭﺒﺤﺙ‬‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬
‫ﻟﺫﺍﺘﻪ‬ ‫ﻤﻔﻬﻭﻤﻪ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻟﺩﻯ‬.‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﻜﻭﻨﺕ‬)٥١٤(‫ﺍﻟﺜﺎﻨﻴـﺔ‬ ‫ﺒﺎﻟﺴﻨﺔ‬ ‫ﻭﻁﻔﻠﺔ‬ ‫ﻁﻔﻼ‬
‫ﺒ‬‫ﻤﺭﺤﻠﺔ‬‫ﺍﻟﺭﻭﻀﺔ‬‫ﺍﻟﻤﻜﺭﻤﺔ‬ ‫ﺒﻤﻜﺔ‬‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬.‫ﻭﺍﻟﻨﺴـﺏ‬ ‫ﺍﻟﺘﻜـﺭﺍﺭﺍﺕ‬ ‫ﻭﺒﺎﺴـﺘﺨﺩﺍﻡ‬
‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺘﻜﺭﺍﺭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬ ‫ﻭﻴﺘﻨﻲ‬ ‫ﻤﺎﻥ‬ ‫ﻭﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬"‫ﺕ‬"‫ﺒـﻴﻥ‬ ‫ﺍﻟﻔـﺭﻭﻕ‬ ‫ﻟﺩﻻﻟـﺔ‬
‫ﺒﻤﺭﺤﻠـﺔ‬ ‫ﺍﻷﻁﻔـﺎل‬ ‫ﻟـﺩﻯ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻨﺘﺸﺎﺭ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‬
‫ﻓ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻟﻡ‬ ‫ﻜﻤﺎ‬ ،‫ﺍﻟﺭﻭﻀﺔ‬‫ﻨﺘـﺎﺌﺞ‬ ‫ﺃﺸـﺎﺭﺕ‬ ‫ﻜﻤـﺎ‬ ،‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻹﻨﺎﺙ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﺒﻴﻥ‬ ‫ﺭﻭﻕ‬
‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﻤﺅﺸـﺭﺍﺕ‬ ‫ﻟـﺩﻴﻬﻡ‬ ‫ﻤﻤﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻤﺜل‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﻟﻴﺱ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻭﺒﻴﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﻻ‬.
Some Indicators for Learning Difficulties as related to Self-Concept
in a Sample of KG children in Saudi Arabia
Abstract:
The study aimed at defining distribution rates of learning difficulty
indices in kindergarten Saudi children, finding out about differences
between males and females as related to the child’s self-concept. Using
frequencies, percentages, Mann-Whitney test and t-test, findings
indicated that children in kindergarten in Saudi Arabia are dispersed on
learning difficulty indices. There were found no significant differences
between males and females thereof. But there were found a statistically
significant difference between children with learning difficulty indices
and others with no learning difficulty indices on self-concept in favour of
children having no such indices.
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2. ٢
‫ﻣﻘﺪﻣﺔ‬:
‫ﻴﻌﺩ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺠﺎل‬Learning Disabilities‫ﺘﻅﻬـﺭ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﻬﻤﺔ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻤﻥ‬
‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻓﻴﻬﺎ‬،‫ﺍﻷﻓﺭﺍﺩ‬‫ﻭﻜﺄﻨﻬﻡ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﻴﻅﻬﺭ‬ ‫ﻓﻴﻤﺎ‬ ‫ﻭﺨﺎﺼﺔ‬‫ﻋﺎﺩﻴﻴﻥ‬‫ﻤﻌﻅﻡ‬ ‫ﻓﻲ‬ ‫ﹰ‬‫ﺎ‬‫ﺘﻤﺎﻤ‬،‫ﺍﻟﻤﻅـﺎﻫﺭ‬
‫ﻓﻲ‬ ‫ﻭﺍﻀﺢ‬ ‫ﻋﺠﺯ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﺍﻟﺤﻘﻴﻘﺔ‬ ‫ﻓﻲ‬ ‫ﺃﻨﻬﻡ‬ ‫ﺇﻻ‬،‫ﻤﺠﺎل‬‫ﻤﺠﺎﻻﺕ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺃﻭ‬‫ﺍﻟﺘﻌﻠﻡ‬.
‫ﺴﻴﺩ‬ ‫ﻭﻴﺸﻴﺭ‬‫ﻋﺜﻤﺎﻥ‬)١٩٧٩(‫ﻴﻭﺍﺠـﻪ‬ ‫ﹰ‬‫ﺍ‬‫ﺼﻐﻴﺭ‬ ‫ﺃﻡ‬ ‫ﹰ‬‫ﺍ‬‫ﺭﺍﺸﺩ‬ ‫ﺃﻜﺎﻥ‬ ‫ﺴﻭﺍﺀ‬ ‫ﻴﺘﻌﻠﻡ‬ ‫ﻤﻥ‬ ‫ﻜل‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬
‫ﻁﺭﻴﻕ‬ ‫ﻓﻲ‬ ‫ﻭﺤﺭﻜﺘﻪ‬ ‫ﺴﻴﺭﻩ‬ ‫ﻓﻲ‬ ‫ﹰ‬‫ﺎ‬‫ﺘﻭﻗﻔ‬ ‫ﺃﻭ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺃﻭ‬ ‫ﺼﻌﻭﺒﺔ‬،‫ﺍﻟﺘﻌﻠﻡ‬‫ﻋﻠـﻰ‬ ‫ﺍﻟﻘـﺎﺌﻤﻭﻥ‬ ‫ﺘﻐﻠـﺏ‬ ‫ﻭﺇﺫﺍ‬
‫ﺃﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻤﻥ‬ ‫ﺘﻤﻜﻨﻭﺍ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬،‫ﺍﻟﺘﻌﻠﻡ‬‫ﺴﻠﻴﻡ‬ ‫ﺒﺸﻜل‬ ‫ﻤﺭﺍﻤﻴﻪ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﻭﺼﻭل‬.
‫ﻜﻴﺭﻙ‬ ‫ﺼﻤﻭﻴل‬ ‫ﻭﻴﻌﺘﺒﺭ‬Kirk‫ﺍﺴﺘﺨﺩﻡ‬ ‫ﻤﻥ‬ ‫ﺃﻭل‬‫ﻓـﻲ‬ ‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬‫ﺍﻟـﺘﻌﻠﻡ‬-
Specific Learning Disabilities،‫ﻤـﻥ‬ ‫ﻴﻌـﺎﻨﻭﻥ‬ ‫ﺍﻟـﺫﻴﻥ‬ ‫ﺍﻟﻁـﻼﺏ‬ ‫ﺃﻥ‬ ‫ﻓﻴﻪ‬ ‫ﺃﻭﻀﺢ‬ ‫ﻭﺍﻟﺫﻱ‬
‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬،‫ﻨﻭﻋﻴﺔ‬‫ﺍﻷﺴﺎﺴـﻴﺔ‬ ‫ﺍﻟﻨﻔﺴـﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴـﺎﺕ‬ ‫ﻤـﻥ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺃﻭ‬ ‫ﻭﺍﺤﺩﺍ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﻀﻁﺭﺍﺒ‬ ‫ﻴﻅﻬﺭﻭﻥ‬
‫ﺃﻭ‬ ‫ﺍﻟﻤﻨﻁﻭﻗﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺃﻭ‬ ‫ﻓﻬﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﻀﻤﻨﺔ‬،‫ﺍﻟﻤﻜﺘﻭﺒﺔ‬‫ﺍ‬ ‫ﺸﻜل‬ ‫ﻓﻲ‬ ‫ﺘﻅﻬﺭ‬ ‫ﻗﺩ‬ ‫ﻭﺍﻟﺘﻲ‬‫ﻀـﻁﺭﺍﺏ‬
‫ﺃﻭ‬ ،‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺃﻭ‬ ‫ﺍﻻﺴﺘﻤﺎﻉ‬ ‫ﻓﻲ‬،‫ﺍﻟﻜﻼﻡ‬‫ﺃﻭ‬،‫ﺍﻟﻘﺭﺍﺀﺓ‬‫ﺃﻭ‬،‫ﺍﻟﺘﻬﺠﻲ‬‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺃﻭ‬،‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬‫ﺍﻹﻋﺎﻗﺎﺕ‬ ‫ﺃﻭ‬
،‫ﺍﻹﺩﺭﺍﻜﻴﺔ‬‫ﻟﻠﻤﺦ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ‬ ‫ﺍﻟﺨﻠل‬ ‫ﺃﻭ‬،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻋﺴﺭ‬ ‫ﺃﻭ‬.‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﺘﺘﻀـﻤﻥ‬ ‫ﻻ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻤﻊ‬
‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺨﻠﻑ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺤﺭﻜﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﺍﻹﻋﺎﻗﺔ‬،‫ﺍﻻﻨﻔﻌﺎ‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬ ‫ﺃﻭ‬‫ﺴﻭﺀ‬ ‫ﺃﻭ‬ ‫ﻟﻴﺔ‬
‫ﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻟﻅﺭﻭﻑ‬.)‫ﺍﻟﻁﻴﺏ‬ ‫ﺍﻟﻅﺎﻫﺭ‬ ‫ﻋﺒﺩ‬ ‫ﻤﺤﻤﺩ‬،١٩٩٦،١١٤(
‫ﻜﻴﺭﻙ‬ ‫ﺃﺸﺎﺭ‬ ‫ﻭﺤﻴﻨﻤﺎ‬Kirk‫ﻜﺎﻟﻔﻨـﺕ‬ ‫ﻤﻊ‬ ‫ﻗﺩﻤﻪ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺘﺼﻨﻴﻔﻪ‬ ‫ﻓﻲ‬Chalfant‫ﻟﺼـﻌﻭﺒﺎﺕ‬
‫ﺍﻟﻨﻤﺎﺌﻴـﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﺤﺩﺩ‬ ‫ﻓﺎﻨﻪ‬ ‫ﺃﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻭﺃﺨﺭ‬ ‫ﻨﻤﺎﺌﻴﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺘﺘﻀﻤﻥ‬ ‫ﺃﻨﻬﺎ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻡ‬
‫ﻴﻀﻡ‬ ‫ﺍﻨﻪ‬ ‫ﺨﻼﻟﻪ‬ ‫ﻤﻥ‬ ‫ﺭﺃﻯ‬ ‫ﺜﻼﺜﻴﺎ‬ ‫ﺘﺼﻨﻴﻔﺎ‬‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺘﺘﻤﺜل‬ ‫ﻤﻨﻬﺎ‬ ‫ﺃﺴﺎﺴﻴﺔ‬ ‫ﺃﻨﻤﺎﻁ‬ ‫ﺜﻼﺜﺔ‬ ‫ﻁﻴﺎﺘﻪ‬ ‫ﺒﻴﻥ‬
‫ﺍﻟﺤﺭﻜﻴﺔ‬ ‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﻭﺍﻟﺼﻌﻭﺒﺎﺕ‬ ،‫ﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﻭﺍﻟﺼﻌﻭﺒﺎﺕ‬ ،‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬.‫ﺃﻭ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻌﺭﻭﻑ‬ ‫ﻭﻤﻥ‬
‫ﺫﻭﻭ‬ ‫ﺍﻷﻁﻔـﺎل‬ ‫ﺃﻭﻟﺌـﻙ‬ ‫ﻟـﻪ‬ ‫ﻴﺘﻌـﺭﺽ‬ ‫ﻤﺎ‬ ‫ﻤﻘﺩﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺘﺄﺘﻲ‬ ‫ﻭﺍﻟﺫﺍﻜﺭﺓ‬ ‫ﻭﺍﻹﺩﺭﺍﻙ‬ ،‫ﺍﻻﻨﺘﺒﺎﻩ‬ ‫ﺼﻌﻭﺒﺎﺕ‬
‫ﺘﻤﺜل‬ ‫ﻭﻤﺨﺘﻠﻔﺔ‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬‫ﻟـﻪ‬ ‫ﻴﺘﻌﺭﻀﻭﻥ‬ ‫ﻤﺎ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﺴﺎﺱ‬
‫ﺠﺭﺍﺌﻪ‬ ‫ﻭﻤﻥ‬ ‫ﺍﺜﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻨﻪ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﻭﻤﺎ‬ ،‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻥ‬.
‫ﺘﻭﺭﺠﻴﺴﻴﻥ‬ ‫ﻭﻴﺭﻯ‬Torgesen (2003)‫ﺃ‬‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﻅﺭ‬ ‫ﻴﺘﻡ‬ ‫ﻤﺎ‬ ‫ﻋﺎﺩﺓ‬ ‫ﻨﻪ‬
‫ﻭﻤﺎ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻓﻲ‬ ‫ﻭﻴﺨﺒﺭﻭﻨﻬﺎ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻴﻭﺍﺠﻬﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺘﻠﻙ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻋﻠﻰ‬
‫ﻤ‬ ‫ﺒﻬﺎ‬ ‫ﻴﺭﺘﺒﻁ‬‫ﺍﻟﻌﻤﻠﻴـﺎﺕ‬ ‫ﻓـﻲ‬ ‫ﺍﻀـﻁﺭﺍﺏ‬ ‫ﺇﻟـﻰ‬ ‫ﺍﻷﺴـﺎﺱ‬ ‫ﻓـﻲ‬ ‫ﺘﺭﺠﻊ‬ ‫ﻭﺃﻨﻬﺎ‬ ،‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻥ‬
‫ﺍﻟﺴﻴﻜﻭﻟﻭﺠﻴ‬‫ﺔ‬‫ﺍﻟﻌﺼـﺒﻲ‬ ‫ﻟﻠﺠﻬـﺎﺯ‬ ‫ﺍﻟـﻭﻅﻴﻔﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺍﺨـﺘﻼل‬ ‫ﺇﻟـﻰ‬ ‫ﺒﺩﻭﺭﻫﺎ‬ ‫ﺘﺭﺠﻊ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬
‫ﻋﺼـﺒﻴﺔ‬ ‫ﻨﻔﺴـﻴﺔ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻠﻙ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﺃﻭﺠﻪ‬ ‫ﺇﻟﻰ‬ ‫ﻟﻨﻅﺭ‬ ‫ﻴﺘﻡ‬ ‫ﻤﺎ‬ ‫ﻋﺎﺩﺓ‬ ‫ﻓﺎﻨﻪ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺍﻟﻤﺭﻜﺯﻱ‬.
‫ﺍﻟﺴﻴﻜﻭﻟﻭﺠﻴ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﻓﺎﻥ‬ ‫ﺃﺨﺭ‬ ‫ﺠﺎﻨﺏ‬ ‫ﻭﻤﻥ‬‫ﺔ‬‫ﺘﺘـﺎﺒﻊ‬ ‫ﺇﻻ‬ ‫ﻫـﻲ‬ ‫ﻤـﺎ‬ ‫ﺍﻟﻘﺼـﻭﺭ‬ ‫ﻫﺫﺍ‬ ‫ﻤﺜل‬ ‫ﺘﺸﻬﺩ‬ ‫ﺍﻟﺘﻲ‬
‫ﺘﻠـﻙ‬ ‫ﻓﻴـﻪ‬ ‫ﺘﺤـﺩﺙ‬ ‫ﺍﻟـﺫﻱ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺘﺘﻨﺎﻭﻟﻬﺎ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﻨﻘل‬ ‫ﻤﻌﻴﻨﺔ‬ ‫ﻋﻠﻨﻴﺔ‬ ‫ﺴﻠﻭﻜﻴﺎﺕ‬
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3. ٣
‫ﺒﻤﺜل‬ ‫ﻭﺍﻟﻘﻴﺎﻡ‬ ‫ﻟﻬﺎ‬ ‫ﻤﺤﺩﺩﺓ‬ ‫ﺍﺴﺘﺠﺎﺒﺔ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻓﻴﻪ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻭﺍﻟﻭﻗﺕ‬ ‫ﻤﻌﻴﻨﺔ‬ ‫ﻤﺜﻴﺭﺍﺕ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺔ‬ ‫ﻫﺫﻩ‬.
‫ﻭ‬‫ﺍﻟ‬ ‫ﺃﻁﻔﺎل‬ ‫ﺃﻥ‬ ‫ﻓﻴﻪ‬ ‫ﺸﻙ‬ ‫ﻻ‬ ‫ﻤﻤﺎ‬‫ﺘﺼﺩﺭ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺃﻱ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﺨﻁﺭ‬ ‫ﺍﻟﻤﻌﺭﻀﻴﻥ‬ ‫ﺭﻭﻀﺔ‬
‫ﺘﻨﺒ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﺒﻤﺜﺎﺒﺔ‬ ‫ﺘﻌﺩ‬ ‫ﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﻋﻨﻬﻡ‬‫ﺊ‬‫ﺍﻟﻼﺤ‬ ‫ﺘﻌﺭﻀﻬﻡ‬ ‫ﺒﺈﻤﻜﺎﻨﻴﺔ‬‫ﻕ‬‫ﻓﻲ‬ ‫ﺸﺎﻨﻬﻡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﺼﻌﻭﺒﺎﺕ‬
‫ﺍﻟﻤﻌﺭﻓﻴـﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﺃﻭﺠﻪ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻴﺒﺩﻭﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺃﻗﺭﺍﻨﻬﻡ‬ ‫ﺸﺎﻥ‬ ‫ﺫﻟﻙ‬
‫ﺴﻠﻭ‬ ‫ﺍﻨﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺇﻟﻴﻪ‬ ‫ﺍﻟﺒﻌﺽ‬ ‫ﺃﺸﺎﺭ‬ ‫ﻤﺎ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬‫ﺍﻟﻼﺤﻘـﺔ‬ ‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﺒﺘﻠﻙ‬ ‫ﻤﻨﺒﺌﺔ‬ ‫ﻜﻴﺎﺕ‬.‫ﻭﻨﺤـﻥ‬
‫ﻤـﻥ‬ ‫ﻻﻥ‬ ‫ﺍﻷﻫﻤﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻏﺎﻴﺔ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﻴﻌﺘﺒﺭ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﺘﻠﻙ‬ ‫ﺃﻭ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﺃﻭﺠﻪ‬ ‫ﻤﻼﺤﻅﺔ‬ ‫ﺃﻥ‬ ‫ﻨﺭﻯ‬
‫ﺇﻟـﻰ‬ ‫ﺤﺘﻤـﺎ‬ ‫ﻴـﺩﻓﻌﻨﺎ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﻤﺭ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﺤﺎﻻﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻟﻤﺜل‬ ‫ﺍﻟﻤﺒﻜﺭ‬ ‫ﺍﻻﻜﺘﺸﺎﻑ‬ ‫ﻓﻲ‬ ‫ﻴﺴﺎﻋﺩﻨﺎ‬ ‫ﺃﻥ‬ ‫ﺸﺎﻨﻪ‬
‫ﻋﻠﻴ‬ ‫ﻴﺘﺭﺘﺏ‬ ‫ﻤﻤﺎ‬ ‫ﻟﻬﻡ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻟﻤﺒﻜﺭ‬ ‫ﺍﻟﺘﺩﺨل‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﻘﺩﻴﻡ‬‫ﺍﻵﺜـﺎﺭ‬ ‫ﺘﻠـﻙ‬ ‫ﻤـﻥ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﺤﺩ‬ ‫ﻪ‬
‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻠﺒﻴﺔ‬‫ﺃﻥ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺘﺭﺘﺏ‬.
‫ﺍﻟﺴـﻠﻭﻜﻴﺔ‬ ‫ﺒﺎﻻﻀـﻁﺭﺍﺒﺎﺕ‬ ‫ﺇﺼـﺎﺒﺘﻪ‬ ‫ﻓﻲ‬ ‫ﹰ‬‫ﺎ‬‫ﻤ‬‫ﻤﻬ‬ ‫ﹰ‬‫ﺍ‬‫ﺩﻭﺭ‬ ‫ﺫﺍﺘﻪ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻴﻠﻌﺏ‬ ‫ﻜﺫﻟﻙ‬
‫ﻋﺎﻤﺔ‬ ‫ﺒﺼﻔﺔ‬،‫ﺨﺎﺼﺔ‬ ‫ﺒﺼﻔﺔ‬ ‫ﺍﻟﻌﺩﻭﺍﻨﻲ‬ ‫ﻭﺍﻟﺴﻠﻭﻙ‬John, 1986, P:23) (،‫ﻴﻌﻨـﻲ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻭﻤﻔﻬﻭﻡ‬
‫ﻟﺫﺍﺘﻪ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺇﺩﺭﺍﻙ‬ ‫ﻜﻴﻔﻴﺔ‬)‫ﺍﻟﻔﺘﺎﺡ‬ ‫ﻋﺒﺩ‬‫ﻏﺭﻴﺏ‬،١٩٩٢‫ﻡ‬،‫ﺹ‬٩١(‫ﺍﻟﻤﻔﻬﻭﻡ‬ ‫ﻴﺸﻴﺭ‬ ‫ﺤﻴﺙ‬‫ﺍﻹﻴﺠـﺎﺒﻲ‬
‫ﻟﻬﺎ‬ ‫ﻭﺘﻘﺩﻴﺭﻩ‬ ‫ﻟﻨﻔﺴﻪ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻗﺒﻭل‬ ‫ﻤﺩﻯ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻋﻥ‬،‫ﻗﺒـﻭل‬ ‫ﻋـﺩﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺴﻠﺒﻲ‬ ‫ﺍﻟﻤﻔﻬﻭﻡ‬ ‫ﻴﺸﻴﺭ‬ ‫ﺒﻴﻨﻤﺎ‬
‫ﺸﺄﻨﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻭﺘﻘﻠﻴﻠﻪ‬ ‫ﻟﻨﻔﺴﻪ‬ ‫ﺍﻟﻔﺭﺩ‬)‫ﻤﻤﺩﻭﺡ‬،‫ﺴﻼﻤﺔ‬١٩٨٧‫ﻡ‬،‫ﺃ‬،‫ﺹ‬٨١(‫ﻨﻔﺴـﻪ‬ ‫ﺇﻟﻰ‬ ‫ﻴﻨﻅﺭ‬ ‫ﻭﻟﺫﻟﻙ‬ ،
‫ﺍﻟ‬ ‫ﺴﻘﻁ‬ ‫ﻭﻤﻥ‬ ‫ﻭﻤﻨﺒﻭﺫ‬ ‫ﺤﻘﻴﺭ‬ ‫ﺃﻨﻪ‬ ‫ﻋﻠﻰ‬‫ﻤﺘ‬‫ﺍﻋﺘﺒﺎﺭ‬ ‫ﻭﻻ‬ ‫ﻟﻪ‬ ‫ﻗﻴﻤﺔ‬ ‫ﻻ‬ ‫ﻭﺃﻨﻪ‬ ‫ﺎﻉ‬‫ﻋﻠـﻰ‬ ‫ﻴﻨﻁﻭﻱ‬ ‫ﻴﺠﻌﻠﻪ‬ ‫ﻭﻫﺫﺍ‬
‫ﻨﻔﺴﻪ‬،‫ﻭﻜﺭﺍ‬ ‫ﺤﻘﺩ‬ ‫ﻨﻅﺭﺓ‬ ‫ﻟﻶﺨﺭﻴﻥ‬ ‫ﻭﻴﻨﻅﺭ‬‫ﻫﻴﺔ‬)‫ﺴﻠﻴﻤﺎﻥ‬‫ﺇﺒﺭﺍﻫﻴﻡ‬،١٩٨٨‫ﻡ‬،‫ﺹ‬١٧٠.(
‫ﻟـﺩﻯ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﺸﻴﻭﻉ‬ ‫ﻤﺩﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻬﺩﻑ‬
‫ﺒﻤﻔﻬﻭﻡ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻋﻼﻗﺔ‬ ،‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺃﻁﻔﺎل‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺫﺍﺕ‬.
‫اﻟﺪراﺳﺔ‬ ‫ﻣﺸﻜﻠﺔ‬:
،‫ﺍﻟﺨﺎﺼـﺔ‬ ‫ﺍﻟﺘﺭﺒﻴـﺔ‬ ‫ﻤﻴﺩﺍﻥ‬ ‫ﻓﻲ‬ ‫ﻨﺴﺒﻴﺎ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺠﺎل‬ ‫ﻴﻌﺘﺒﺭ‬
‫ﻤﺎﺯﺍل‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻫﺫﺍ‬ ‫ﻓﺈﻥ‬ ‫ﻭﻟﺫﻟﻙ‬‫ﻭﺍﻟﺘﺼـﻨﻴﻑ‬ ‫ﺍﻟﺘﺸـﺨﻴﺹ‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﺘﻠﻙ‬ ‫ﺤﻭل‬ ‫ﺒﺎﻟﺠﺩل‬ ‫ﻴﺯﺨﺭ‬
‫ﻋﺩﺩ‬ ‫ﺤﺼﺭ‬ ‫ﺘﻡ‬ ‫ﺍﻨﻪ‬ ‫ﺫﻟﻙ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺩﻟﻴل‬ ‫ﺍﻻﻨﺘﺸﺎﺭ‬ ‫ﻭﻨﺴﺏ‬ ‫ﻭﺍﻟﻌﻼﺝ‬)٣٨(‫ﺘﺸﻴ‬ ‫ﻤﺼﻁﻠﺤﺎ‬‫ﺃﻭ‬ ‫ﺒﺸـﻜل‬ ‫ﺭ‬
‫ﻤ‬ ،‫ﺍﻟﻔﺌﺔ‬ ‫ﺘﻠﻙ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺄﺨﺭ‬‫ﻥ‬‫ﻤﺼﻁﻠﺢ‬ ‫ﺍﻟﻤﺼﻁﻠﺤﺎﺕ‬ ‫ﺘﻠﻙ‬ ‫ﺒﻴﻥ‬Hidden Handicapped‫ﺍﻹﻋﺎﻗﺔ‬ ‫ﺃﻭ‬
‫ﺍﻟﺨﻔﻴﺔ‬)Cruickshank, & Paul: 1980(
‫ﻭ‬‫ﻋﻠ‬ ‫ﻜﺎﻤﻨﺔ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻭﻴﻅﻬﺭ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺒﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻴﻠﺘﺤﻕ‬ ‫ﺤﻴﻥ‬‫ﻰ‬‫ﻴﻔﺸل‬ ‫ﻭﻟﻜﻨﻪ‬ ‫ﺍﻟﺘﻌﻠﻡ‬
،‫ﺫﻟﻙ‬ ‫ﻓﻲ‬‫ﺨ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻟﺩﻯ‬ ‫ﺃﻥ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﻴﺅﺨﺫ‬ ‫ﻋﻨﺩﺌﺫ‬‫ﺃﻭ‬ ‫ﺍﻟﻜﺘﺎﺒـﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺎﺼﺔ‬
‫ﺍﻟﺤﺴﺎﺏ‬ ‫ﻓﻲ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﻌﺒﻴﺭﻱ‬ ‫ﺍﻟﻬﺠﺎﺀ‬.
‫ﺒﺎﺭ‬ ‫ﺘﺅﻜﺩ‬ ‫ﻜﺫﻟﻙ‬‫ﺒﺎﺭ‬‫ﺍ‬)Barbara, 1998(‫ﻭﻤﺠـﺎﻻﺕ‬ ‫ﻷﺒﻌـﺎﺩ‬ ‫ﺍﻟﻤﺒﻜﺭ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﺘﻌﻠ‬ ‫ﺼﻌﻭﺒﺎﺕ‬‫ﻡ‬‫ﺤﺭﻜﻴﺔ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺴﻭﺍﺀ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺭﻴﺎﺽ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﻓﻲ‬.‫ﺃﻭ‬ ‫ﻟﻐﻭﻴـﺔ‬ ‫ﻭﻤﻬﺎﺭﺍﺕ‬
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4. ٤
‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬.‫ﺃ‬ ‫ﺃﺭﺒﻊ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﻭﺠﺩ‬ ‫ﺍﻟﺴﻴﺎﻕ‬ ‫ﻨﻔﺱ‬ ‫ﻭﻓﻲ‬‫ﻓـﻲ‬ ‫ﺘﺸـﻜل‬ ‫ﺍﻹﻋﺎﻗـﺎﺕ‬ ‫ﻤـﻥ‬ ‫ﺭﺌﻴﺴﻴﺔ‬ ‫ﻨﻤﺎﻁ‬
‫ﻤﺠﻤﻭﻋﻬﺎ‬)٩٤(%‫ﻜﻤـﺎ‬ ‫ﺍﻟﺴﻥ‬ ‫ﺤﺴﺏ‬ ‫ﻭﻫﻡ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﺴﻥ‬ ‫ﻓﻲ‬ ‫ﻫﻡ‬ ‫ﻤﻤﻥ‬ ‫ﺍﻟﻤﻌﺎﻗﻴﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺠﻤﻠﺔ‬ ‫ﻤﻥ‬
‫ﻴﻠﻲ‬:
١-‫ﻭﺘﺸﻜل‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻓﺌﺔ‬)٤٨.(%
٢-‫ﻭﺘﺸﻜل‬ ‫ﻭﺍﻟﻜﻼﻡ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻓﺌﺔ‬)٢٣.(%
٣-‫ﻭﺘﺸﻜل‬ ‫ﻋﻘﻠﻴﺎ‬ ‫ﺍﻟﻤﻌﺎﻗﻴﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻓﺌﺔ‬)١٤.(%
‫ﻫ‬ ‫ﻭﻴﺸﻴﺭ‬‫ﻭﻜﻭﻓﻤـﺎﻥ‬ ‫ﺎﻻﻫﺎﻥ‬Hallahan & Kauffman (2003)‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﺃﻥ‬ ‫ﺇﻟـﻰ‬
‫ﻴﺸـﻴﺭ‬ ‫ﻋـﺎﻡ‬ ‫ﻤﺼﻁﻠﺢ‬ ‫ﺒﻤﺜﺎﺒﺔ‬ ‫ﺘﻌﺩ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﻟﻤﺸﺘﺭﻜﺔ‬ ‫ﺍﻷﻤﺭﻴﻜﻴﺔ‬ ‫ﺍﻟﻘﻭﻤﻴﺔ‬ ‫ﻟﻠﺠﻨﺔ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﺘﻌﻠﻡ‬
‫ﻓـﻲ‬ ‫ﺩﻻﻟـﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻫﻴﺌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻅﻬﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺘﺠﺎﻨﺴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺇﻟﻰ‬
‫ﺃ‬ ،‫ﺍﻻﺴﺘﻤﺎﻉ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻭﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻜﺘﺴﺎﺏ‬‫ﺃﻭ‬ ،‫ﺍﻟﺘﻔﻜﻴـﺭ‬ ‫ﺃﻭ‬ ،‫ﺍﻟﻜﺘﺎﺒـﺔ‬ ‫ﺃﻭ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺃﻭ‬ ،‫ﺍﻟﺘﺤﺩﺙ‬ ‫ﻭ‬
‫ﺍﻟﻤﺨﺘﻠﻔـﺔ‬ ‫ﺍﻟﺤﺴـﺎﺒﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴـﺎﺕ‬ ‫ﺇﺠـﺭﺍﺀ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﺃﻱ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬.‫ﻫـﺫﻩ‬ ‫ﻤﺜـل‬ ‫ﻭﺘﻌـﺩ‬
‫ﺍﻷﺩﺍﺀ‬ ‫ﻓـﻲ‬ ‫ﺍﺨـﺘﻼﻑ‬ ‫ﺤﺩﻭﺙ‬ ‫ﺒﺴﺒﺏ‬ ‫ﻟﻪ‬ ‫ﺘﺤﺩﺙ‬ ‫ﺃﻥ‬ ‫ﻭﻴﻔﺘﺭﺽ‬ ‫ﻟﻠﻔﺭﺩ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺠﻭﻫﺭﻴﺔ‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬
‫ﺃﻱ‬ ‫ﻓﻲ‬ ‫ﺘﺤﺩﺙ‬ ‫ﻗﺩ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻜﻤﺎ‬ ،‫ﺍﻟﻤﺭﻜﺯﻱ‬ ‫ﺍﻟﻌﺼﺒﻲ‬ ‫ﻟﻠﺠﻬﺎﺯ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ‬‫ﺤﻴﺎﺘﻪ‬ ‫ﻓﺘﺭﺓ‬ ‫ﺨﻼل‬ ‫ﻭﻗﺕ‬.‫ﻭﻗﺩ‬ ‫ﻫﺫﺍ‬
‫ﻭﺍﻟﺘﻔﺎﻋـل‬ ،‫ﺍﻟﺠﻤـﺎﻋﻲ‬ ‫ﻭﺍﻹﺩﺭﺍﻙ‬ ،‫ﺍﻟـﺫﺍﺘﻲ‬ ‫ﺍﻟﺘﻨﻅـﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺍﻟﺔ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﺘﺤﺩﺙ‬
‫ﻭﻻ‬ ‫ﺫﺍﺘﻬـﺎ‬ ‫ﺤـﺩ‬ ‫ﻓﻲ‬ ‫ﺘﻤﺜل‬ ‫ﻻ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻤﺜل‬ ‫ﻭﻟﻜﻥ‬ ،‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺠﺎﻨﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﺘﻌﺘﺒﺭ‬.
‫ﻓﻲ‬ ‫ﺘﺘﻁﻠﺏ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺒﻌﺽ‬ ‫ﻭﻴﺭﻯ‬‫ﺃﻜـﺎﺩﻴﻤﻲ‬ ‫ﻤﺤﺘـﻭﻯ‬ ‫ﻫﻨﺎﻙ‬ ‫ﻴﻭﺠﺩ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻭﺍﻗﻊ‬
‫ﻻ‬ ‫ﺍﻟـﺫﻱ‬ ‫ﺍﻷﻤـﺭ‬ ‫ﻭﻫﻭ‬ ‫ﻴﺴﺘﻭﻋﺒﻪ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺫﻜﺎﺀ‬ ‫ﻋﺎﻟﻲ‬ ‫ﺃﻭ‬ ‫ﻋﺎﺩﻱ‬ ‫ﻁﻔل‬ ‫ﻴﺴﺘﻁﻴﻊ‬ ‫ﻻ‬ ‫ﻤﺤﺩﺩ‬ ‫ﻤﻨﻬﺞ‬ ‫ﺃﻭ‬ ‫ﻤﻌﻴﻥ‬
‫ﻭﺠـﻭﺩ‬ ‫ﻤـﻥ‬ ‫ﻻﺒـﺩ‬ ‫ﺒل‬ ،‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﻓﺠﺄﺓ‬ ‫ﺘﺒﺩﺃ‬ ‫ﻻ‬ ‫ﻓﻬﻲ‬ ‫ﺫﻟﻙ‬ ‫ﻭﻤﻊ‬ ،‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻓﻲ‬ ‫ﻴﺘﻭﻓﺭ‬
‫ﺍﻟﻭﻗﺕ‬ ‫ﺫﻟﻙ‬ ‫ﻤﻨﺫ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺘﺩل‬ ‫ﻤﺅﺸﺭﺍﺕ‬.‫ﺫﻟﻙ‬ ‫ﺤﻭل‬ ‫ﺍﻟﻌﻠﻤﺎﺀ‬ ‫ﺍﻨﻘﺴﻡ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬‫ﺍﻷﻭل‬ ‫ﻴـﺭﻯ‬ ‫ﻓﺭﻴﻘﻴﻥ‬ ‫ﺇﻟﻰ‬
‫ﻭﻨﻘـﺩﻡ‬ ،‫ﺍﻟﻤﻨﻁﻠـﻕ‬ ‫ﻫـﺫﺍ‬ ‫ﻤﻥ‬ ‫ﻤﻌﻬﺎ‬ ‫ﻨﺘﻌﺎﻤل‬ ‫ﺤﺘﻰ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻨﻁﻠﻕ‬ ‫ﺃﻥ‬ ‫ﻴﺠﺏ‬ ‫ﺃﻨﻨﺎ‬ ‫ﻤﻨﻬﻤﺎ‬
‫ﻴﻨﺘـﺎﺏ‬ ‫ﻗﺼـﻭﺭ‬ ‫ﻫﻭ‬ ‫ﺁﻨﺫﺍﻙ‬ ‫ﻴﻭﺠﺩ‬ ‫ﻤﺎ‬ ‫ﺃﻥ‬ ‫ﺍﻷﺨﺭ‬ ‫ﺍﻟﻔﺭﻴﻕ‬ ‫ﻴﺭﻯ‬ ‫ﺒﻴﻨﻤﺎ‬ ‫ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻟﻤﺒﻜﺭ‬ ‫ﺍﻟﺘﺩﺨل‬ ‫ﺒﺭﺍﻤﺞ‬
‫ﺒﺎﻟﻤﻬـﺎ‬ ‫ﺘﻌـﺭﻑ‬ ‫ﻤـﺎ‬ ‫ﻭﻫﻲ‬ ‫ﻟﻪ‬ ‫ﻀﺭﻭﺭﻴﺔ‬ ‫ﺘﻌﺩ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻠﻙ‬‫ﻗﺒـل‬ ‫ﺭﺍﺕ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬.
‫ﻋـﺎﺩل‬ ‫ﻴـﺭﻯ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻓﻲ‬ ‫ﺘﺅﺩﻱ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﺃﻭﺠﻪ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬
‫ﻜﻤﺎل‬ ‫ﻭﺼﺎﻓﻴﻨﺎﺯ‬ ‫ﺍﷲ‬ ‫ﻋﺒﺩ‬)٢٠٠٥(‫ﻟﺘﺒـﺎﻴﻥ‬ ‫ﻭﻓﻘـﺎ‬ ‫ﺘﺘﺒﺎﻴﻥ‬ ‫ﺍﻟﻼﺤﻘﺔ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺇﻟﻰ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬.‫ﺒﺎﻟﻤﻜ‬ ‫ﻴـﺭﺘﺒﻁ‬ ‫ﻤـﺎ‬ ‫ﻋﺎﺩﺓ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻫﺫﺍ‬ ‫ﻓﺎﻥ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬‫ﻭﻨـﺎﺕ‬
‫ﻤﻅﺎﻫﺭﻩ‬ ‫ﺘﺘﻤﺜل‬ ‫ﻭﺍﻟﺘﻲ‬ ،‫ﺍﻟﺸﻔﻭﻱ‬ ‫ﺒﺸﻘﻴﻬﺎ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ‬ ‫ﺘﺘﻤﺜل‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﻷﺭﺒﻌﺔ‬
‫ﻓﻲ‬)‫ﻟﻠﻐـﺔ‬ ‫ﺍﻻﺠﺘﻤـﺎﻋﻲ‬ ‫ﻭﺍﻻﺴـﺘﺨﺩﺍﻡ‬ ،‫ﺍﻟﻨﺤﻭﻴـﺔ‬ ‫ﻭﺍﻟﺘﺭﺍﻜﻴﺏ‬ ،‫ﻭﺍﻟﻤﻌﺎﻨﻲ‬ ،‫ﻭﺍﻟﻜﻠﻤﺎﺕ‬ ،‫ﺍﻷﺼﻭﺍﺕ‬(
‫ﻭﻤﻅﺎﻫﺭﻩ‬ ‫ﻭﺍﻟﻤﻜﺘﻭﺏ‬)‫ﺍﻟﻘﺭﺍﺌـﻲ‬ ‫ﻭﺍﻟﻔﻬﻡ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻭﻁﻼﻗﺔ‬ ،‫ﺍﻟﻜﻠﻤﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺘﻌﺭﻑ‬ ،‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﺘﺤﻠﻴل‬(
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5. ٥
‫ﻭﻤﻅﺎﻫﺭﻫﺎ‬ ،‫ﻭﺍﻟﻜﺘﺎﺒﺔ‬)‫ﺍﻹﻨﺸﺎﺀ‬ ‫ﺃﻭ‬ ‫ﻭﺍﻟﺘﻌﺒﻴﺭ‬ ،‫ﺍﻟﺘﻬﺠﻲ‬(‫ﻭﻤﻅـﺎﻫﺭﻩ‬ ،‫ﻭﺍﻟﺤﺴﺎﺏ‬ ،)‫ﺇﺠـﺭﺍ‬‫ﺀ‬‫ﺍﻟﻌﻤﻠﻴـﺎﺕ‬
‫ﺍﻟﺭﻴﺎﻀﻲ‬ ‫ﺍﻻﺴﺘﺩﻻل‬ ‫ﺃﻭ‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺭ‬ ،‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺍﻟﺤﺴﺎﺒﻴﺔ‬.(‫ﻴﻀـﻡ‬ ‫ﺭﺍﺒـﻊ‬ ‫ﻨﻤﻁ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺫﻟﻙ‬ ‫ﻋﻥ‬ ‫ﻭﻓﻀﻼ‬
‫ﻤﻜـﻭﻥ‬ ‫ﺃﻭ‬ ‫ﻨﻤـﻁ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻨﺘﻤﻲ‬ ‫ﺍﻟﻤﻅﺎﻫﺭ‬ ‫ﺘﻠﻙ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺴﻭﺍﺀ‬ ‫ﺍﻟﻤﻅﺎﻫﺭ‬ ‫ﻫﺫﻩ‬ ‫ﻤﻥ‬ ‫ﻭﺍﺤﺩ‬ ‫ﻤﻅﻬﺭ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬
‫ﺃﻜﺜ‬ ‫ﺃﻭ‬ ‫ﻓﻘﻁ‬ ‫ﻭﺍﺤﺩ‬‫ﺍﻟﻤﻜﻭﻨﺎﺕ‬ ‫ﺘﻠﻙ‬ ‫ﻤﻥ‬ ‫ﻭﺍﺤﺩ‬ ‫ﻤﻜﻭﻥ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺃﺨﺭﻯ‬ ‫ﺠﻬﺔ‬ ‫ﻤﻥ‬ ‫ﻴﻀﻡ‬ ‫ﻗﺩ‬ ‫ﺍﻨﻪ‬ ‫ﻜﻤﺎ‬ ،‫ﺭ‬.
‫ﻟﻴﺭﻨـﺭ‬ ‫ﺘـﺭﻯ‬ ‫ﻜﻤـﺎ‬ ‫ﺩﻗـﺔ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻫﺫﺍ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻨﺒﺌﺎﺕ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺇﻥ‬
Lerner (2000)‫ﻭﺁﺨﺭﻭﻥ‬ ‫ﻭﻓﻭﺭﻤﺎﻥ‬Forman et. al. (1997)‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻫﻲ‬
pre-academic skills‫ﻗﺒـ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺘﻌﺩ‬‫ﺘﻭﺭﺠﻴﺴـﻴﻥ‬ ‫ﻴـﺭﻯ‬ ‫ﻜﻤـﺎ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴـﺔ‬ ‫ل‬
Torgesen (2001)‫ﺘﻌﻠﻴﻤـﻪ‬ ‫ﻴﺒـﺩﺃ‬ ‫ﺇﻥ‬ ‫ﻗﺒل‬ ‫ﻟﻠﻁﻔل‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺘﻌﺘﺒﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﺘﻠﻙ‬ ‫ﺒﻤﺜﺎﺒﺔ‬
‫ﻭﺍﻷﻟﻭﺍﻥ‬ ،‫ﻭﺍﻷﺸﻜﺎل‬ ،‫ﻭﺍﻟﺤﺭﻭﻑ‬ ،‫ﺍﻷﺭﻗﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻤﺜل‬ ‫ﺍﻟﻨﻅﺎﻤﻲ‬.‫ﻤﻬـﺎﺭﺓ‬ ‫ﻫﻨـﺎﻙ‬ ‫ﺇﻥ‬ ‫ﻜﻤـﺎ‬
‫ﺍﻹﺩﺭ‬ ‫ﺃﻭ‬ ‫ﺍﻟـﻭﻋﻲ‬ ‫ﻓـﻲ‬ ‫ﺘﺘﻤﺜـل‬ ‫ﻟﻠﻘـﺭﺍﺀﺓ‬ ‫ﺒﺎﻟﻨﺴـﺒﺔ‬ ‫ﺍﻟﺒﺎﻟﻐـﺔ‬ ‫ﺃﻫﻤﻴﺘﻬﺎ‬ ‫ﻟﻬﺎ‬ ‫ﺃﺨﺭﻯ‬‫ﺍﻟﻔﻭﻨﻭﻟـﻭﺠﻲ‬ ‫ﺍﻙ‬
Phonological awareness‫ﺍﻟﺤـﺩﻴﺙ‬ ‫ﻤﺠـﺭﻯ‬ ‫ﺇﻥ‬ ‫ﻓﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻗﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻴﺘﻤﺜل‬ ‫ﻤﺎ‬ ‫ﻭﻫﻭ‬
،‫ﺍﻟﻤﺜـﺎل‬ ‫ﺴﺒﻴل‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻔﻭﻨﻴﻤﺎﺕ‬ ،‫ﻭﺍﻟﻤﻘﺎﻁﻊ‬ ،‫ﻜﺎﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﺼﻐﺭ‬ ‫ﺼﻭﺘﻴﺔ‬ ‫ﻭﺤﺩﺍﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺠﺯﺌﺘﻪ‬ ‫ﻴﻤﻜﻥ‬
‫ﻭﺤـﺩﺍﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺘﺠﺯﺌﺘﻪ‬ ‫ﺘﺘﻡ‬ ‫ﺇﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺘﺴﻠﺴﻠﻪ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺤﺩﻴﺙ‬ ‫ﺘﺩﻓﻕ‬ ‫ﺇﻥ‬ ‫ﻴﻔﻬﻡ‬ ‫ﺇﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻗﺩﺭﺓ‬ ‫ﻫﻭ‬ ‫ﺃﻭ‬
‫ﺼﻭﺘﻴ‬‫ﺍﻟﻔﻭﻨﻴﻤﺎﺕ‬ ‫ﺃﻭ‬ ،‫ﺍﻟﻤﻘﺎﻁﻊ‬ ‫ﺃﻭ‬ ،‫ﻜﺎﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﺼﻐﺭ‬ ‫ﺔ‬.‫ﻋﻠﻴﻨﺎ‬ ‫ﺍﻟﺴﻬل‬ ‫ﻤﻥ‬ ‫ﻴﺼﺒﺢ‬ ‫ﺍﻷﺴﺎﺱ‬ ‫ﻫﺫﺍ‬ ‫ﻭﻋﻠﻰ‬
‫ﺃﻭ‬ ‫ﺒﺎﻟﻔﻭﻨﻭﻟﻭﺠﻴـﺎ‬ ‫ﺘﺘﻌﻠـﻕ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﻤﺸـﻜﻼﺕ‬ ‫ﺘﻠـﻙ‬ ‫ﺍﺠﻠﻪ‬ ‫ﻤﻥ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺴﺒﺏ‬ ‫ﺫﻟﻙ‬ ‫ﻨﺩﺭﻙ‬ ‫ﺇﻥ‬
‫ﺍﻟﻜﻼﻤﻴﺔ‬ ‫ﺒﺎﻷﺼﻭﺍﺕ‬Phonology‫ﺍﻟﻔـﺭﺩ‬ ‫ﻭﺍﺠﻬﺕ‬ ‫ﻤﺎ‬ ‫ﻓﺈﺫﺍ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻗﻠﺏ‬ ‫ﻓﻲ‬
‫ﺍﻟﻜﻠ‬ ‫ﺘﺠﺯﺌﺔ‬ ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺎﺕ‬‫ﺴـﻭﻑ‬ ‫ﻓﺎﻨـﻪ‬ ‫ﻟﻬـﺎ‬ ‫ﺍﻟﻤﻜﻭﻨﺔ‬ ‫ﺍﻷﺼﻭﺍﺕ‬ ‫ﺃﻱ‬ ‫ﺍﻟﺼﻭﺘﻴﺔ‬ ‫ﻤﻜﻭﻨﺎﺘﻬﺎ‬ ‫ﺇﻟﻰ‬ ‫ﻤﺎﺕ‬
‫ﺍﻷﺨﺭﻯ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬ ‫ﻟﻠﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﺤﺎل‬ ‫ﻭﻫﻜﺫﺍ‬ ،‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺠﻤﺔ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﺘﺼﺎﺩﻓﻪ‬.
‫ﺍﻟ‬ ‫ﺍﻟﺘﺴﺎﺅﻻﺕ‬ ‫ﻓﻲ‬ ‫ﺘﺤﺩﻴﺩﻫﺎ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺘﻅﻬﺭ‬ ‫ﺫﻟﻙ‬ ‫ﻋﻠﻰ‬ ‫ﺀ‬‫ﻭﺒﻨﺎ‬‫ﺘﺎﻟﻴﺔ‬:
١-‫ﺍﻨﺘﺸﺎﺭ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻤﺎ‬‫ﻤﺅﺸﺭﺍﺕ‬‫ﺼﻌﻭﺒﺎﺕ‬‫ﺍﻟﺘ‬‫ﻌﻠﻡ‬‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺒﻤﺭﺤﻠﺔ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺩﻯ‬‫؟‬
٢-‫ﻓﻲ‬ ‫ﺍﻹﻨﺎﺙ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻴﺨﺘﻠﻑ‬ ‫ﻫل‬‫ﻤﺅﺸﺭﺍﺕ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬‫؟‬
٣-‫ﻟﺩﻴﻪ؟‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻟﻁﻔل‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺒﻴﻥ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻫل‬
‫اﻟﺪراﺳﺔ‬ ‫أھﺪاف‬:
‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻬﺩﻑ‬:
-‫ﺘﺤﺩﻴﺩ‬‫ﺍﻨﺘﺸﺎﺭ‬ ‫ﻨﺴﺒﺔ‬‫ﻤﺅﺸﺭﺍﺕ‬‫ﺍﻟﺘ‬ ‫ﺼﻌﻭﺒﺎﺕ‬‫ﻌﻠﻡ‬‫ﺒﻤﺭ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺩﻯ‬‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺤﻠﺔ‬.
-‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺘﺤﺩﻴﺩ‬‫ﺒﻴﻥ‬‫ﺍﻟﺫﻜﻭﺭ‬‫ﻭ‬‫ﻓﻲ‬ ‫ﺍﻹﻨﺎﺙ‬‫ﻤﺅﺸﺭﺍﺕ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬.
-‫ﻤﻔﻬﻭﻤـﻪ‬ ‫ﻭﺒـﻴﻥ‬ ‫ﺍﻟﻁﻔـل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬
‫ﻟﺫﺍﺘﻪ‬.
‫اﻟﺪراﺳﺔ‬ ‫أھﻤﯿﺔ‬:
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6. ٦
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﺤل‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﺠﺔ‬ ‫ﺘﺯﺩﺍﺩ‬،‫ﻷﻨـﻪ‬
‫ﻋ‬ ‫ﻓﻲ‬ ‫ﻤﺘﺨﺼﺼﺎ‬ ‫ﺤﻘﻼ‬ ‫ﺃﺼﺒﺢ‬‫ﻭﺍﻷﺒﺤﺎﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻟﻌﺩﺩ‬ ‫ﻴﺘﺴﻊ‬ ‫ﺍﻟﻨﻔﺱ‬ ‫ﻠﻡ‬.‫ﻟﻴﺱ‬ ‫ﻋﺩﺩ‬ ‫ﻴﻭﺠﺩ‬ ‫ﻜﻤﺎ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﻘﻠﻴل‬،‫ﺍﻷﻤـﻭﺭ‬ ‫ﺃﻭﻟﻴـﺎﺀ‬ ‫ﻤـﻥ‬ ‫ﻤﺘﻜـﺭﺭﺓ‬ ‫ﺸﻜﻭﻯ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻜﺫﻟﻙ‬
‫ﻋﺎﻤﺔ‬ ‫ﺒﺼﻔﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻁﻼﺏ‬ ‫ﻀﻌﻑ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﻴﻥ‬.‫ﻋﺜﻤـﺎﻥ‬ ‫ﺴﻴﺩ‬ ‫ﻭﻴﺅﻜﺩ‬)١٩٧٩(‫ﺃﻥ‬
‫ﻭﺘﺸﺨﻴﺼﻬﺎ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬،‫ﻴ‬ ‫ﻭﻋﻼﺠﻬﺎ‬‫ﺃﻭ‬ ‫ﺍﻟﺘﺴﺭﺏ‬ ‫ﻅﺎﻫﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻐﻠﺏ‬ ‫ﻓﻲ‬ ‫ﺴﺎﻋﺩ‬
‫ﻤﺭﺍﺤﻠﻪ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻫﺩﺍﺭ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻔﺎﻗﺩ‬،‫ﻭﺍﻟﻨﻔﺴﻲ‬ ‫ﺍﻟﻤﺎﺩﻱ‬ ‫ﺍﻟﻀﻴﺎﻉ‬ ‫ﻤﻥ‬ ‫ﺍﻹﻗﻼل‬ ‫ﻋﻠﻰ‬ ‫ﻭﻴﺴﺎﻋﺩ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬.‫ﺍﻟﻨﻔﺴـﻲ‬ ‫ﺍﻟﻤﺠـﺎل‬ ‫ﻓﻲ‬ ‫ﺘﻭﺘﺭ‬ ‫ﻤﻨﻁﻘﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻓﺈﻥ‬ ‫ﺫﻟﻙ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬
‫ﻟﻠﻤﺘﻌﻠﻡ‬،‫ﺍﻨﻔﻌﺎﻟﻴﺎ‬ ‫ﺍﻟﺤﺴﺎﺴﻴﺔ‬ ‫ﺸﺩﻴﺩﺓ‬ ‫ﻀﻌﻑ‬ ‫ﻭﻤﻨﻁﻘﺔ‬،‫ﻭﻤﻨ‬‫ﻟـﻡ‬ ‫ﺇﺫﺍ‬ ‫ﻨﻔﺴـﻴﺔ‬ ‫ﻀﻐﻭﻁ‬ ‫ﺤﻭﻟﻬﺎ‬ ‫ﺘﺘﺭﺍﻜﻡ‬ ‫ﻁﻘﺔ‬
‫ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﺸﺨﺼﻴﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻤﺘﺩ‬ ‫ﻗﺩ‬ ‫ﺘﻌﺎﻟﺞ‬.‫ﻟـﺩﻯ‬ ‫ﻋـﺎﻡ‬ ‫ﻗﻠـﻕ‬ ‫ﺼﻭﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺩﺍﺨﻠﻲ‬ ‫ﻀﻐﻁ‬ ‫ﻋﻨﻪ‬ ‫ﻴﺘﻭﻟﺩ‬ ‫ﻜﻤﺎ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻌﻪ‬ ‫ﻴﺘﺯﺍﻴﺩ‬ ‫ﺍﻟﻁﻼﺏ‬،‫ﻭﻤﺭﺍﺤﻠﻪ‬،‫ﺘﺘﻁﻠـﺏ‬ ‫ﻤﺴـﺎﻟﺔ‬ ‫ﻭﻫﺫﻩ‬
‫ﺸﺎﻨﻬﺎ‬ ‫ﻟﺨﻁﻭﺭﺓ‬ ‫ﻋﺎﻤﺎ‬ ‫ﺇﺩﺭﺍﻜﺎ‬.‫ﺍ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺒﺩﺭﺍﺴﺔ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻴﻨﺒﻐﻲ‬ ‫ﻭﻟﺫﻟﻙ‬‫ﻋﻨـﺩ‬ ‫ﻤﺒﻜﺭﺍ‬ ‫ﻟﺘﻌﻠﻡ‬‫ﺒﺩﺍﻴـﺔ‬
‫ﻭﻋﻼﺠﻬﺎ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﻅﻬﻭﺭﻫﺎ‬) .‫ﻜﺎﻤل‬ ‫ﻤﺤﻤﺩ‬ ‫ﻤﺼﻁﻔﻰ‬،١٩٩٠،٢(.
‫ﺘﺭﺠﻊ‬ ‫ﻫﻨﺎ‬ ‫ﻭﻤﻥ‬‫ﺃﻫﻤﻴﺔ‬‫ﻤﺅﺸـﺭﺍﺕ‬ ‫ﻋﻠـﻰ‬ ‫ﻤﺒﻜـﺭﺍ‬ ‫ﺍﻟﺘﻌـﺭﻑ‬ ‫ﻤﺤﺎﻭﻟﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺃﻁﻔﺎل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬‫ﺍﻟﺒـﺭﺍﻤﺞ‬ ‫ﻋﻤـل‬ ‫ﻟﻨﺎ‬ ‫ﻴﺘﻴﺢ‬ ‫ﻤﻤﺎ‬ ،‫ﻟﻬﻡ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﺒﻤﻔﻬﻭﻡ‬ ‫ﻭﻋﻼﻗﺘﻬﺎ‬
‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻟﻌﻼﺝ‬ ‫ﺍﻟﻼﺯﻤﺔ‬‫ﻤﺜـل‬ ‫ﻟﻸﻁﻔﺎل‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺄﺜﻴﺭﺍﺘﻬﺎ‬ ‫ﻭﻋﻼﺝ‬
‫ﻭ‬ ،‫ﻭﺘﺤﺩﻴﺩﻫﺎ‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺒﻌﺩ‬ ‫ﺇﻻ‬ ‫ﺫﻟﻙ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻭﻻ‬ ،‫ﺍﻟﺫﺍﺕ‬ ‫ﻤﻔﻬﻭﻡ‬‫ﻜﺫﻟﻙ‬‫ﺍﻟﺘﻌـﺭﻑ‬
‫ﻋﻠﻰ‬‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺁﺜﺎﺭﻫﺎ‬‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻋﻠﻰ‬‫ﺘﻌﺘﺒﺭ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺤﻴﺎﺘﻬﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻬﺎﻤﺔ‬‫ﻓـﻲ‬ ‫ﺍﻷﺴﺎﺱ‬
‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺸﺨﺼﻴﺔ‬ ‫ﺒﻨﺎﺀ‬‫ﻤﺭﺍﺤل‬‫ﺍﻟﻨﻤﻭ‬‫ﺍﻟﺘﺎ‬‫ﻟﻴﺔ‬.
‫ا‬ ‫ﻣﺼﻄﻠﺤﺎت‬‫ﻟﺪراﺳﺔ‬:
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬:
‫ﻓـﻲ‬ ‫ﺍﻟﻌﺎﻤـﺔ‬ ‫ﺍﻟﻌﻘﻠﻴـﺔ‬ ‫ﻭﻗﺩﺭﺘﻪ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺘﺤﺼﻴل‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻲ‬ ‫ﺩﺍل‬ ‫ﺘﺒﺎﻋﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺸﻴﺭ‬ ‫ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﻔﻬـﻡ‬ ‫ﺃﻭ‬ ،‫ﺍﻻﺴـﺘﻤﺎﻋﻲ‬ ‫ﻭﺍﻟﻔﻬﻡ‬ ،‫ﺍﻟﻜﺘﺎﺒﻲ‬ ‫ﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﺃﻭ‬ ،‫ﺍﻟﺸﻔﻬﻲ‬ ‫ﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺃﻭ‬ ‫ﻭﺍﺤﺩﺓ‬
‫ﺍﻟ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﺃﻭ‬ ،‫ﻟﻠﻘﺭﺍﺀﺓ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﻭ‬ ،‫ﺍﻟﻘﺭﺍﺌﻲ‬‫ﺍﻻﺴـﺘﺩﻻل‬ ‫ﺃﻭ‬ ،‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺤﺴﺎﺒﻴﺔ‬
‫ﻓﻲ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺘﺤﺼﻴل‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻋﻨﺩﻤﺎ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺩﺍل‬ ‫ﺍﻟﺘﺒﺎﻋﺩ‬ ‫ﺸﺭﻁ‬ ‫ﻭﻴﺘﺤﻘﻕ‬ ‫ﺍﻟﺘﻬﺠﻲ‬ ‫ﺃﻭ‬ ،‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﻭﺍﺤﺩ‬‫ﺓ‬‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺃﻭ‬٥٠%‫ﻓـﻲ‬ ‫ﺍﺨـﺫ‬ ‫ﻤـﺎ‬ ‫ﺇﺫﺍ‬ ‫ﻭﺫﻟﻙ‬ ،‫ﺍﻟﻤﺘﻭﻗﻊ‬ ‫ﺘﺤﺼﻴﻠﻪ‬ ‫ﻤﻥ‬ ‫ﺍﻗل‬ ‫ﺃﻭ‬
‫ﺍﻟﻁﻔـل‬ ‫ﻟﻬﺫﺍ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﺍﻟﺯﻤﻨﻲ‬ ‫ﺍﻟﻌﻤﺭ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬.(Conte and Andrews,
1993, 147)
‫ﺍﷲ‬ ‫ﻋﻭﺽ‬ ‫ﻤﺤﻤﻭﺩ‬ ‫ﻭﻭﻀﺢ‬،‫ﻋﻭﺍﺩ‬ ‫ﻭﺃﺤﻤﺩ‬)١٩٩٤(‫ﻤـﻥ‬ ‫ﻓﺌـﺔ‬ ‫ﺒﺄﻨـﻪ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬
‫ﻟـﻪ‬ ‫ﺍﻟﻤﺘﻭﻗـﻊ‬ ‫ﺍﻟﺘﺤﺼـﻴل‬ ‫ﻋﻥ‬ ‫ﺍﻟﻔﻌﻠﻲ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻭﺘﺩﻨﻲ‬ ‫ﺍﻨﺨﻔﺎﺽ‬ ‫ﻤﻥ‬ ‫ﺘﻌﺎﻨﻲ‬ ‫ﺍﻟﻁﻼﺏ‬.
‫ﺍﻟﺴـﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻭﺍﺘﺭ‬ ‫ﻟﻤﺩﻯ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻤﺩﺭﺱ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻭﺘﻘﺎﺱ‬
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7. ٧
‫ﻭﻫ‬ ‫ﺍﻟﻌﺎﻤﺔ‬‫ﻲ‬:‫ﺍﻟﺯﺍﺌﺩ‬ ‫ﻭﺍﻟﻨﺸﺎﻁ‬ ‫ﺍﻻﻨﺘﺒﺎﻩ‬ ‫ﻗﺼﻭﺭ‬،‫ﻭﺍﻻﻨﺩﻓﺎﻋﻴﺔ‬،‫ﺍﻟﺘﻭﺍﻓـﻕ‬ ‫ﻭﺴـﻭﺀ‬ ‫ﺍﻻﻨﻔﻌﺎﻟﻲ‬ ‫ﻭﺍﻟﺘﺫﺒﺫﺏ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬،‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺸﺎﺌﻌﺔ‬.)‫ﺹ‬:٢٤٤(.
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬:
‫ﺍﻟﻨﻅـﺎﻤﻲ‬ ‫ﺘﻌﻠﻴﻤﻪ‬ ‫ﻴﺒﺩﺃ‬ ‫ﺃﻥ‬ ‫ﻗﺒل‬ ‫ﻟﻠﻁﻔل‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺘﻌﺘﺒﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﺘﻠﻙ‬ ‫ﻫﻲ‬
‫ﺍﻷ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻤﺜل‬‫ﻭﺍﻷﻟﻭﺍﻥ‬ ‫ﻭﺍﻹﺸﻜﺎل‬ ‫ﻭﺍﻟﺤﺭﻭﻑ‬ ،‫ﺭﻗﺎﻡ‬.‫ﻜﻤﺎ‬‫ﺃﻥ‬‫ﻟﻬـﺎ‬ ‫ﺃﺨـﺭﻯ‬ ‫ﻤﻬـﺎﺭﺓ‬ ‫ﻫﻨﺎﻙ‬
‫ﻓﻲ‬ ‫ﺘﺘﻤﺜل‬ ‫ﻟﻠﻘﺭﺍﺀﺓ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﺒﺎﻟﻐﺔ‬ ‫ﺃﻫﻤﻴﺘﻬﺎ‬‫ﺍﻟﻔﻭﻨﻭﻟﻭﺠﻲ‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻭﻋﻲ‬) .،‫ﻤﺤﻤﺩ‬ ‫ﺍﷲ‬ ‫ﻋﺒﺩ‬ ‫ﻋﺎﺩل‬
،‫ﺴﻠﻴﻤﺎﻥ‬ ‫ﻤﺤﻤﺩ‬ ‫ﺴﻠﻴﻤﺎﻥ‬٢٠٠٥،٢٦(.
‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺃﻁﻔﺎل‬:
‫ﺘ‬ ‫ﻭﺍﻟﺫﻴﻥ‬ ،‫ﺍﻷﻁﻔﺎل‬ ‫ﺭﻴﺎﺽ‬ ‫ﺒﺈﺤﺩﻯ‬ ‫ﻴﻠﺘﺤﻘﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺃﻭﻟﺌﻙ‬ ‫ﻫﻡ‬‫ﺃﻋﻤـﺎﺭﻫﻡ‬ ‫ﺘـﺭﺍﻭﺡ‬
‫ﺒﻴﻥ‬ ‫ﻤﺎ‬ ‫ﻋﺎﻤﺔ‬٤:٦‫ﺴﻨﻭﺍﺕ‬.)،‫ﺍﷲ‬ ‫ﻋﺒﺩ‬ ‫ﻋﺎﺩل‬،‫ﺴﻠﻴﻤﺎﻥ‬ ‫ﻤﺤﻤﺩ‬ ‫ﺴﻠﻴﻤﺎﻥ‬٢٠٠٥،٢٦(
‫ﺍﻟﺫﺍﺕ‬ ‫ﻤﻔﻬﻭﻡ‬:
‫ﺒﺄﻨﻪ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻴﻌﺭﻑ‬:‫ﻟﻨﻔﺴﻪ‬ ‫ﺍﻟﻁﻔـل‬ ‫ﺇﺩﺭﺍﻙ‬ ‫ﻜﻴﻔﻴﺔ‬،‫ﻤﻥ‬ ‫ﺘﺸﻜﻴﻠﻬﺎ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻹﺩﺭﺍﻜﺎﺕ‬ ‫ﻭﻫﺫﻩ‬
‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﺨﺒﺭﺘﻪ‬ ‫ﺨﻼل‬،‫ﺍﻟﻤﻬﻤﻴﻥ‬ ‫ﻭﺍﻵﺨﺭﻴـﻥ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﺒﺘﺩﻋﻴﻤـﺎﺕ‬ ‫ﺍﻟﺨﺼـﻭﺹ‬ ‫ﻭﺠﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺘﺘﺄﺜﺭ‬
‫ﺤﻴﺎﺘﻪ‬ ‫ﻓﻲ‬)‫ﺍﻟﻔﺘﺎﺡ‬ ‫ﻋﺒﺩ‬‫ﻏﺭﻴﺏ‬،١٩٩٢‫ﺹ‬ ،٩١.(
‫اﻟﺴﺎﺑﻘﺔ‬ ‫اﻟﺪراﺳﺎت‬:
‫ﻗﺎﻡ‬‫ﻋﺒﺩﻭﻥ‬ ‫ﺴﻴﻑ‬)١٩٩٠(‫ﺒ‬‫ﺍﻷﺯﻫﺭﻴﺔ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻋﻥ‬ ‫ﺩﺭﺍﺴﺔ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻹﻨﺎﺙ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻡ‬،‫ﺍﻟﺘﻼﻤﻴـﺫ‬ ‫ﻋـﺩﺩ‬ ‫ﻭﻜﺎﻥ‬١٣٩
‫ﺍﻷﺯﻫﺭﻴﻴﻥ‬ ‫ﻤﻥ‬ ‫ﹰ‬‫ﺍ‬‫ﺘﻠﻤﻴﺫ‬،١١٣‫ﻤﻥ‬ ‫ﹰ‬‫ﺍ‬‫ﺘﻠﻤﻴﺫ‬‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬.‫ﻭﺠـﻭﺩ‬ ‫ﻋـﺩﻡ‬ ‫ﺇﻟـﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﺸﺎﺭﺕ‬
‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺯﻫﺭﻴﻴﻥ‬ ‫ﻭﻏﻴﺭ‬ ‫ﺍﻷﺯﻫﺭﻴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺃﻭ‬ ‫ﺍﻹﻨﺎﺙ‬ ‫ﻭ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬.‫ﺇﻻ‬
‫ﺘﻼﻤﻴـﺫ‬ ‫ﻟﺼـﺎﻟﺢ‬ ‫ﺍﻟﻤﺩﺭﺴـﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺯﻤﻼﺀ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﻓﻲ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺃﻥ‬
‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻭﻟﺼﺎﻟﺢ‬ ‫ﺍﻷﺯﻫﺭﻴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬.‫ﻭﺠ‬ ‫ﻜﻤﺎ‬‫ﻓـﻲ‬ ‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﻭﻨـﻭﻉ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺍل‬ ‫ﺘﻔﺎﻋل‬ ‫ﺩ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺃﺒﻌﺎﺩ‬.
‫ﻜﻤﺎ‬‫ﺍﻟﺯﺭﺍﺩ‬ ‫ﻓﻴﺼل‬ ‫ﺃﺠﺭﻯ‬)١٩٩١(‫ﻭﺍﻟﻨﻤﺎﺌﻴـﺔ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴـﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻋﻥ‬ ‫ﺩﺭﺍﺴﺔ‬
‫ﻗﺩﺭﻫﺎ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻤﺎﺭﺍﺕ‬ ‫ﺒﺩﻭﻟﺔ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻴﻌﺎﻨﻰ‬ ‫ﺍﻟﺘﻲ‬٥٠٠،‫ﻭﺘﻠﻤﻴﺫﺓ‬ ‫ﺘﻠﻤﻴﺫ‬
‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻭﺼل‬ ‫ﺘﻡ‬٦٧‫ﻴﻌ‬ ‫ﻭﺘﻠﻤﻴﺫﺓ‬ ‫ﹰ‬‫ﺍ‬‫ﺘﻠﻤﻴﺫ‬‫ﻤﺴـﺘﻭﻯ‬ ‫ﻭﻜﺎﻥ‬ ،‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺠﺎل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺎﻨﻭﻥ‬
‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻤﻥ‬ ‫ﺃﻗل‬ ‫ﺘﺤﺼﻴﻠﻬﻡ‬.‫ﺃﺘﻀﺢ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻥ‬‫ﺃﻥ‬‫ﺍﻟـﺫﻜﻭﺭ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬ ‫ﻨﺴﺒﺔ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬١٥.٦٤%،‫ﺫﻜﻭﺭ‬١١.٢٨%‫ﺒـﻴﻥ‬ ‫ﻓـﺭﻭﻕ‬ ‫ﺘﻭﺠـﺩ‬ ‫ﻭﻟﻡ‬ ‫ﺇﻨﺎﺙ‬
‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻹﻨﺎﺙ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﺒﻴﻥ‬ ‫ﺃﻭ‬ ،‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﺼﻔﻭﻑ‬،‫ﺍﻟﺘﻌﻠﻡ‬‫ﺍﻟﻨﻤﺎﺌﻴﺔ‬ ‫ﻟﻠﺼﻌﻭﺒﺎﺕ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺃﻤﺎ‬
‫ﺍﻟﻤﻘﺩﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺘﺄﺘﻰ‬ ‫ﻭﺍﻟﻜﻼﻡ‬ ‫ﺒﺎﻟﻠﻐﺔ‬ ‫ﻤﺘﻌﻠﻘﺔ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻓﻭﺠﺩﺕ‬‫ﻴﻠﻴﻬ‬ ،‫ﺎ‬‫ﺍﻟﺤﺴـﻴﺔ‬ ‫ﺍﻟﻤـﺩﺭﻜﺎﺕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬
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8. ٨
‫ﻭﺒﺎﻟﻨﺴـﺒﺔ‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﺜﻡ‬ ‫ﻭﺍﻻﺤﺘﻔﺎﻅ‬ ‫ﺍﻟﺫﺍﻜﺭﺓ‬ ‫ﺜﻡ‬ ،‫ﻭﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﺍﻻﻨﺘﺒﺎﻩ‬ ‫ﺜﻡ‬ ‫ﻭﺍﻟﺤﺭﻜﻴﺔ‬
‫ﺍﻟﻤﻘ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺴﺎﺏ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻓﻜﺎﻨﺕ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻟﻠﺼﻌﻭﺒﺎﺕ‬‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺜﻡ‬ ‫ﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﺜﻡ‬ ‫ﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﺜﻡ‬ ‫ﺩﻤﺔ‬.
‫ﻭ‬‫ﻋﺒﺎﺱ‬ ‫ﺃﺤﻤﺩ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬)١٩٩٢(‫ﺇﻟﻰ‬،‫ﻋﻘﻠﻴـﺎ‬ ‫ﺍﻟﻤﺘﺨﻠﻔﻴﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺃﺩﺍﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻘﺎﺭﻨﺔ‬
‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻓﻭﻕ‬ ‫ﺍﻟﺫﻜﺎﺀ‬ ‫ﻭﺫﻭﻯ‬‫ﻭﺍﻟﻤﺘﺄﺨﺭﻴ‬ ،‫ﻥ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻭﺒﻁﻲﺀ‬ ‫ﺩﺭﺍﺴﻴﺎ‬.‫ﺇﻟـﻰ‬ ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﺸﺎﺭﺕ‬
‫ﺍﻟﺫﻜﺎﺀ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬‫ﻭﻋﺩ‬ ،‫ﻡ‬‫ﻭﺠﻭ‬‫ﺃﺩﺍﺀ‬ ‫ﻨﻤـﻁ‬ ‫ﺒﻴﻥ‬ ‫ﺘﺸﺎﺒﻪ‬ ‫ﺩ‬
‫ﻓـﻲ‬ ‫ﺍﻟﻌـﺎﺠﺯﻴﻥ‬ ‫ﻓﺌـﺔ‬ ‫ﻭﺃﻥ‬ ،‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﻋﺠﺯ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺃﺩﺍﺀ‬ ‫ﻭﺒﻴﻥ‬ ،‫ﺍﻟﻔﺌﺎﺕ‬
‫ﺃﻥ‬ ‫ﺇﻟـﻰ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺃﺸﺎﺭﺕ‬ ‫ﻜﻤﺎ‬ ،‫ﺍﻟﺫﻜﺎﺀ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﻓﻲ‬ ‫ﺃﺩﺍﺌﻬﺎ‬ ‫ﻨﻤﻁ‬ ‫ﻓﻲ‬ ‫ﻤﺘﻤﻴﺯﺓ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻤﻴل‬ ‫ﺍﻟﺘﻌﻠﻡ‬
‫ﻓ‬ ‫ﺍﻟﺤﺎﺴﻤﺔ‬ ‫ﺍﻟﻌﻭﺍﻤل‬ ‫ﻤﻥ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻗﺩ‬ ‫ﻭﺍﻟﺫﺍﻜﺭﺓ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺩﺭﺓ‬ ‫ﺍﻟﺘﺘﺎﺒﻊ‬‫ﻟـﺩﻯ‬ ‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﻲ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻌﺎﺠﺯﻴﻥ‬.
‫ﻋﻭﺍﺩ‬ ‫ﺍﺤﻤﺩ‬ ‫ﻭﺃﺠﺭﻯ‬)١٩٩٤(‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻨﻤﺎﺌﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺒﻬﺩﻑ‬ ‫ﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻗﺒل‬ ‫ﻤﺎ‬ ‫ﺒﻤﺭﺤﻠﺔ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺘﻭﺍﺠﻪ‬.‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﺄﻟﻔﺕ‬٤٦٨‫ﺃﻁﻔـﺎل‬ ‫ﻤـﻥ‬ ‫ﻁﻔـﻼ‬
‫ﻤﻨﻬﻡ‬ ‫ﺍﻟﻘﻠﻴﻭﺒﻴﺔ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻟﺭﻭﻀﺔ‬٢٥٨،‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻤﻥ‬٢٢٠‫ﺘﺭﺍﻭﺤ‬ ‫ﺍﻹﻨﺎﺙ‬ ‫ﻤﻥ‬‫ﺒﻴﻥ‬ ‫ﺃﻋﻤﺎﺭﻫﻡ‬ ‫ﺕ‬٥
–٦.٢‫ﺒﻤﺘﻭﺴﻁ‬ ‫ﺴﻨﺔ‬٥.٢‫ﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﺍﻨﺤﺭﺍﻑ‬ ‫ﺴﻨﺔ‬٣.٦‫ﻤﻌﻠﻤﻴﻬﻡ‬ ‫ﻋﺩﺩ‬ ‫ﻭﺒﻠﻎ‬ ،١٢‫ﻁﺒـﻕ‬ ‫ﻤﻌﻠﻤـﻪ‬
‫ﻗﺒـل‬ ‫ﻤﺎ‬ ‫ﺒﻤﺭﺤﻠﺔ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻨﻤﺎﺌﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﺒﻜﺭ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﻋﻠﻴﻬﻥ‬ ‫ﺍﻟﺒﺎﺤﺙ‬
‫ﺒﺈﻋﺩﺍﺩﻫﺎ‬ ‫ﻗﺎﻡ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬.‫ﺍﻟﻨﻤﺎﺌﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺸﻴﻭﻉ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﺴﻔﺭﺕ‬ ‫ﻭﻗﺩ‬‫ﻟﺩﻯ‬
‫ﺍﻟﺼـﻌﻭﺒﺎﺕ‬ ‫ﻫـﺫﻩ‬ ‫ﻤـﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻨﺴﺒﺔ‬ ‫ﻭﻜﺎﻨﺕ‬ ،‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻗﺒل‬ ‫ﻤﺎ‬ ‫ﺒﻤﺭﺤﻠﺔ‬ ‫ﺍﻷﻁﻔﺎل‬
٥.٨٦%‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻤﻥ‬.‫ﻫﻲ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺒﻴﻥ‬ ‫ﹰ‬‫ﺎ‬‫ﺸﻴﻭﻋ‬ ‫ﺍﻟﻨﻤﺎﺌﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺃﻨﻤﺎﻁ‬ ‫ﺃﻜﺜﺭ‬ ‫ﻭﻜﺎﻨﺕ‬
‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬١٢.٣٤%‫ﻭﻤﻅﺎﻫﺭﻫﺎ‬)،‫ﻭﺍﻟﺘﻤﻴﻴـﺯ‬ ،‫ﻭﺍﻻﻨﺘﺒـﺎﻩ‬ ،‫ﺍﻟﻤﺸـﻜﻼﺕ‬ ‫ﺤـل‬
‫ﺍﻟﺫ‬ ‫ﻭﺼﻌﻭﺒﺎﺕ‬‫ﺍﻟﺤﻭﺍﺱ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﺘﻜﺎﻤل‬ ،‫ﺍﻟﻤﻔﻬﻭﻡ‬ ‫ﻭﺘﺸﻜﻴل‬ ،‫ﺍﻜﺭﺓ‬(‫ﺒﻨﺴـﺒﺔ‬ ‫ﺍﻟﻠﻐﻭﻴـﺔ‬ ‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﺜﻡ‬ ،
٨.٣٧%‫ﻭﻤﻅﺎﻫﺭﻫﺎ‬)‫ﺍﻟﺴـﻤﻌﻲ‬ ‫ﻭﺍﻻﺴـﺘﻘﺒﺎل‬ ،‫ﺍﻟﺴـﻤﻌﻲ‬ ‫ﻭﺍﻟﺘﻔﻜﻴـﺭ‬ ،‫ﺍﻟﺸﻔﻭﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬(‫ﻭﺠـﺎﺀﺕ‬ ،
‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬–‫ﻨﺴـﺒﺘﻬﺎ‬ ‫ﺒﻠﻐـﺕ‬ ‫ﺤﻴـﺙ‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺭﻜﻴﺔ‬٧.٩٥%‫ﻭﺘﻤﺜﻠـﺕ‬
‫ﻓﻲ‬ ‫ﻤﻅﺎﻫﺭﻫﺎ‬)‫ﺘ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺤﺭﻜﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﺩﺍﺀ‬‫ﺍﻟﺘﻨﺎﺴ‬ ‫ﻌﻜﺱ‬‫ﻕ‬‫ﺤﺭﻜﻴـﺔ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﻭﺃﺩﺍﺀ‬ ،‫ﺍﻟﻌﻀـﻠﻲ‬
‫ﺩﻗﻴﻘﺔ‬.(‫ﺍﻟﻨﻤﺎﺌﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻭﻜﺎﻨﺕ‬٦.٢%‫ﻨﺴﺒﺔ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺒﻴﻨﻤﺎ‬
‫ﺍﻹﻨﺎﺙ‬٥.٤٥%‫ﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻓﻲ‬ ‫ﻭﺫﻟﻙ‬.
‫ﻴﺠـﺩ‬ ‫ﻟﻡ‬ ‫ﺍﻟﻨﻤﺎﺌﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﻸﻁﻔﺎل‬ ‫ﺍﻟﻤﻤﻴﺯﺓ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﻅﺎﻫﺭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻋﻨﺩ‬
‫ﺩﺒﻴﺱ‬ ‫ﺴﻌﻴﺩ‬)١٩٩٤(‫ﺍﻟﻤﻤﻴـﺯﺓ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﻅﺎﻫﺭ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻹﻨﺎﺙ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻗﺎ‬
،‫ﻭﺍﻟﺘﻭﺠـﻪ‬ ،‫ﺍﻟﻤﻨﻁﻭﻗﺔ‬ ‫ﻭﺍﻟﻠﻐﺔ‬ ،‫ﺍﻟﺴﻤﻌﻲ‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﻓﻲ‬ ‫ﺘﺘﻤﺜل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺨﻤﺴﺔ‬ ‫ﺒﺄﺒﻌﺎﺩﻫﺎ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﺼﻌﻭﺒﺎﺕ‬
‫ﺍﻟﺸﺨﺼﻲ‬ ‫ﻭﺍﻟﺴﻠﻭﻙ‬ ،‫ﺍﻟﺤﺭﻜﻲ‬ ‫ﻭﺍﻟﺘﻨﺎﺴﻕ‬.‫ﺍﻟﻤﻅـﺎﻫﺭ‬ ‫ﻓـﻲ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻗﺎ‬ ‫ﺃﻴﻀﺎ‬ ‫ﻴﺠﺩ‬ ‫ﻟﻡ‬ ‫ﻜﻤﺎ‬
‫ﺃﻁﻔﺎل‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬‫ﺩﺍﻟـﺔ‬ ‫ﻓﺭﻭﻗـﺎ‬ ‫ﻫﻨـﺎﻙ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺒﻴﻨﻤﺎ‬ ،‫ﺍﻟﺤﺠﻡ‬ ‫ﻭﺼﻐﻴﺭﺓ‬ ‫ﻭﻤﺘﻭﺴﻁﺔ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺍﻷﺴﺭ‬
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9. ٩
‫ﻤﺴـﺘﻭﻯ‬ ‫ﺒـﺎﺨﺘﻼﻑ‬ ‫ﺍﻟﻨﻤﺎﺌﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﻅﺎﻫﺭ‬ ‫ﻓﻲ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬
‫ﻭﺍﻷﻡ‬ ‫ﺍﻷﺏ‬ ‫ﺘﻌﻠﻴﻡ‬.
‫ﻗﺎﻡ‬ ‫ﻜﻤﺎ‬‫ﻋﻭﺍﺩ‬ ‫ﺃﺤﻤﺩ‬‫ﻭ‬‫ﺭﺒﻴﻊ‬ ‫ﻤﺴﻌﺩ‬)١٩٩٥(‫ﺒ‬‫ﺍﻟﻌـﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴـﺫ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻋﻥ‬ ‫ﺩﺭﺍﺴﺔ‬
‫ﻓ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻭﺫﻭﻯ‬‫ﻗﺩﺭﻫﺎ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻠﻔﻅﻴﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻲ‬١٨٠‫ﻤـﻥ‬ ‫ﹰ‬‫ﺍ‬‫ﺘﻠﻤﻴﺫ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬،‫ﻤﻨﻬﻡ‬ ‫ﺍﺨﺘﻴﺭ‬٩٠‫ﺒـﻴﻥ‬ ‫ﻓـﺭﻭﻕ‬ ‫ﻭﺠـﻭﺩ‬ ‫ﻋـﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﺴﻔﺭﺕ‬ ،‫ﹰ‬‫ﺍ‬‫ﺘﻠﻤﻴﺫ‬
‫ﺍﻟﻌـﺎﺩﻴﻴﻥ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﻠﻔﻅﻴﺔ‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻭﺫﻭﻯ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺘﻼﻤﻴﺫ‬
‫ﺍﻹﻨﺎ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻭﺍﻹﻨﺎﺙ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻭﺒﻴﻥ‬‫ﺍﻟﻠﻔﻅﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻓﻲ‬ ‫ﺙ‬.
‫ﻜﻴﺭ‬ ‫ﻭﺭﻭﺒﺭﺕ‬ ‫ﻓﻴﺩﺭ‬ ‫ﻜﺎﺘﻴﺎ‬ ‫ﻗﺎﻤﺕ‬ ‫ﻓﻘﺩ‬ ‫ﻜﺫﻟﻙ‬Feder, K. & Kerr, R. (1996)‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬
‫ﻤﻴﻠﺭ‬ ‫ﻤﻘﻴﺎﺱ‬Miller‫ﺍﻟﻌـﺩ‬ ‫ﻓـﻲ‬ ‫ﺍﺨﺘﺒـﺎﺭ‬ ‫ﺠﺎﻨـﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻗﺒل‬ ‫ﻤﺎ‬ ‫ﺒﻤﺭﺤﻠﺔ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺘﻘﻴﻴﻡ‬
‫ﺒـﻴﻥ‬ ‫ﺃﻋﻤـﺎﺭﻫﻡ‬ ‫ﺘﺘﺭﺍﻭﺡ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺃﻁﻔﺎل‬ ‫ﻤﻥ‬ ‫ﻁﻔﻼ‬ ‫ﺨﻤﺴﻴﻥ‬ ‫ﻀﻤﺕ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻷﻋﺩﺍﺩ‬٤–٥
‫ﺴﻨﻭﺍ‬‫ﺕ‬.‫ﻓـﻲ‬ ‫ﺒﺎﻟﺒﻁﺀ‬ ‫ﺩﺍل‬ ‫ﺒﺸﻜل‬ ‫ﻴﺭﺘﺒﻁ‬ ‫ﺍﻟﻌﺩ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻨﺨﻔﺎﺽ‬ ‫ﺇﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺃﻭﻀﺤﺕ‬
‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﻭﺠـﻭﺩ‬ ‫ﻴﻌﻜﺱ‬ ‫ﻜﺎﻥ‬ ‫ﻜﻡ‬ ،‫ﺍﻟﺭﺠﻊ‬ ‫ﺯﻤﻥ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺯﻴﺎﺩﺓ‬ ،‫ﺍﻻﺴﺘﺠﺎﺒﺔ‬ ‫ﺯﻤﻥ‬ ‫ﻤﺘﻭﺴﻁ‬
‫ﺤﺭﻜﻴﺔ‬–‫ﺇﺩﺭﺍﻜﻴﺔ‬.‫ﻓـﻲ‬ ‫ﻴﻌﻜـﺱ‬ ‫ﻓﻜـﺎﻥ‬ ‫ﺍﻟﻤﻌﺭﻓﻴـﺔ‬ ‫ﺍﻟﺨﺭﻴﻁﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺍﻨﺨﻔﺎﺽ‬ ‫ﺃﻤﺎ‬
‫ﺍﻟﻤ‬ ‫ﺘﺠﻬﻴﺯ‬ ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻷﺴﺎﺱ‬‫ﻭﺘﻨﺎﻭﻟﻬﺎ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﺒﺼﺭﻴﺔ‬ ‫ﻌﻠﻭﻤﺎﺕ‬.
‫ﻭ‬‫ﺃﻻﻥ‬ ‫ﻭﻤﺭﺠﺭﻴـﺕ‬ ‫ﺇﺴـﻜﻭﺒﻴﺩﻭ‬ ‫ﺘﻴﺭﻴﺯﺍ‬ ‫ﻭﺠﺩﺕ‬Escobedo & Allen (1999)‫ﻋﻨـﺩ‬
‫ﺘﺤﻠﻴل‬١٣١‫ﻤـﻥ‬ ‫ﻨﺼـﻔﻬﻡ‬ ‫ﺒﺎﻟﺭﻭﻀﺔ‬ ‫ﺃﻁﻔﺎل‬ ‫ﺃﺭﺒﻌﺔ‬ ‫ﺒﻬﺎ‬ ‫ﻗﺎﻡ‬ ‫ﺍﻟﻜﻤﺒﻴﻭﺘﺭ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﻭﺭﺴﻤﺎ‬ ‫ﹰ‬‫ﺎ‬‫ﺘﺨﻁﻴﻁ‬
‫ﺃﺴـﺒﻭﻋ‬ ‫ﻭﺍﺤـﺩﺓ‬ ‫ﺠﻠﺴﺔ‬ ‫ﺒﻭﺍﻗﻊ‬ ‫ﺃﺴﺎﺒﻴﻊ‬ ‫ﺜﻤﺎﻨﻴﺔ‬ ‫ﻤﺩﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺒﻨﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻵﺨﺭ‬ ‫ﻭﺍﻟﻨﺼﻑ‬ ‫ﺍﻟﺒﻨﻴﻥ‬‫ﻴﺎ‬
‫ﺇﻥ‬ ‫ﻭﻨﺼﻑ‬ ‫ﺴﺎﻋﺔ‬ ‫ﻤﺩﺘﻬﺎ‬٨٠.٩%‫ﻜﺎﻥ‬ ‫ﺒﻴﻨﻤﺎ‬ ،‫ﺭﺴﻭﻡ‬ ‫ﻋﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻤﻨﻬﺎ‬١٩.١%‫ﻋﺒﺎﺭﺓ‬ ‫ﻤﻨﻬﺎ‬
‫ﻜﺘﺎﺒﺔ‬ ‫ﻋﻥ‬.‫ﺒﻨﺴﺒﺔ‬ ‫ﻫﺠﺎﺌﻴﺔ‬ ‫ﺤﺭﻭﻓﺎ‬ ‫ﺘﻀﻤﻨﺕ‬ ‫ﻭﻗﺩ‬٩.١%‫ﺒﻨﺴـﺒﺔ‬ ‫ﺍﻟﻁﻔـل‬ ‫ﻻﺴﻡ‬ ‫ﺍﻟﻤﻤﺜﻠﺔ‬ ‫ﻭﺍﻟﺤﺭﻭﻑ‬ ،
٤٢.٤%‫ﺒﻨﺴﺒﺔ‬ ‫ﺒﺎﻹﻤﻼﺀ‬ ‫ﺍﻟﺨﺎﺹ‬ ‫ﻭﺍﻟﺘﻬﺠﻲ‬ ،٩.١.%‫ﻭﻻ‬ ،‫ﺫﻟﻙ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﺠﺩ‬ ‫ﻭﻟﻡ‬
‫ﺍﻟﺨﻠ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﺭﺴﻭﻡ‬ ‫ﺒﻴﻥ‬‫ﺍﻟﻤﻠﻭﻨﺔ‬ ‫ﻏﻴﺭ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻠﻭﻨﺔ‬ ‫ﻔﻴﺔ‬.
‫ﻭﺩﻴﻠﻴﺴﻲ‬ ‫ﺠﺭﻭﺒﻴﻜﺭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻋﻤﻠﺕ‬)2000(Grobecker & Delisi‫ﻤﻘﺎﺭﻨـﺔ‬ ‫ﻋﻠـﻰ‬
‫ﻤـﻥ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺘﺄﻟﻔﺕ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﻀﻤﺕ‬ ‫ﻟﻌﻴﻨﺔ‬ ‫ﻭﺍﻟﻬﻨﺩﺴﻴﺔ‬ ‫ﺍﻟﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺍﺕ‬٣٥‫ﻁﻔـﻼ‬
‫ﺒﻴﻥ‬ ‫ﺃﻋﻤﺎﺭﻫﻡ‬ ‫ﺘﺘﺭﺍﻭﺡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬٥-١٣‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﻭﺘﺄﻟﻔﺕ‬ ‫ﺴﻨﺔ‬٩٤‫ﻤـﻥ‬ ‫ﻁﻔﻼ‬
‫ﺍﻟ‬‫ﺩﺍﻟـﺔ‬ ‫ﻓـﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺃﻭﻀﺤﺕ‬ ‫ﺍﻟﺯﻤﻨﻲ‬ ‫ﻭﺍﻟﻌﻤﺭ‬ ‫ﺍﻟﺫﻜﺎﺀ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺠﺎﻨﺴﺘﻬﻤﺎ‬ ‫ﺒﻌﺩ‬ ‫ﻌﺎﺩﻴﻴﻥ‬
‫ﺍﻟﻘـﺩﺭﺍﺕ‬ ‫ﺘﻠﻙ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻴﻌﻜﺱ‬ ‫ﻤﺎ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﻫﺎﺘﻴﻥ‬ ‫ﺒﻴﻥ‬
‫ﺇﺫﺍ‬ ‫ﻟﺩﻴﻬﻡ‬‫ﺃﺘﻀﺢ‬‫ﺍﻟﻨﻤـﻭ‬ ‫ﻤﺴـﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﺩﺍﻻ‬ ‫ﻨﻬﺎﺌﻴﺎ‬ ‫ﺘﺄﺨﺭﺍ‬ ‫ﻴﺒﺩﻭﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﺃﻥ‬
‫ﺍﻟﻤﻌﺭﻓﻲ‬–‫ﺍ‬‫ﻤـﻥ‬ ‫ﺒﻬـﺎ‬ ‫ﻴﺘﻌﻠـﻕ‬ ‫ﻭﻤﺎ‬ ‫ﻓﻘﻁ‬ ‫ﺍﻟﺒﺼﺭﻱ‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻭﻟﻴﺱ‬ ‫ﻋﺎﻤﺔ‬ ‫ﻟﻤﻜﺎﻨﻲ‬
‫ﻤﻬﺎﺭﺍﺕ‬.
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10. ١٠
‫ﻭﺁﺨﺭﻴﻥ‬ ‫ﺠﻴﺭﻱ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻓﻲ‬)2000(Geary et.al‫ﺍﻟﺼـﻔﻴﻥ‬ ‫ﺃﻁﻔﺎل‬ ‫ﺃﺩﺍﺀ‬ ‫ﻤﻘﺎﺭﻨﺔ‬ ‫ﺘﻤﺕ‬
‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺃﻗـﺭﺍﻨﻬﻡ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﺒﻌﺽ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻷﻭل‬
‫ﺃﻭ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺤﺴﺎﺏ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﺍﻟﻌـﺎﺩﻱ‬ ‫ﺍﻟـﺫﻜﺎﺀ‬ ‫ﻤﻌـﺩل‬ ‫ﻓـﻲ‬ ‫ﻤﻌﻬـﻡ‬ ‫ﻴﺘﺠﺎﻨﺴﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻜﻠﻴﻬﻤﺎ‬
‫ﻋﺎﻤـﺔ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺃﻭﻀﺤﺕ‬
‫ﺤﻴﺙ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺼﺎﻟﺢ‬‫ﺃﺘﻀﺢ‬‫ﺫﻭﻱ‬ ‫ﺍﻷﻁﻔـﺎل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﺃﻨﻤﺎﻁ‬ ‫ﺒﻌﺽ‬ ‫ﻭﺠﻭﺩ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬.
‫ﻜﻤﺎ‬‫ﻟﻭﻴﻨﺯﺍل‬ ‫ﺃﺠﺭﺕ‬Lowenthal (2002)‫ﻋﻠﻰ‬ ‫ﺩﺭﺍﺴﺔ‬٥٧١‫ﻟﺘﺤﺩﻴـﺩ‬ ‫ﺒﺎﻟﺭﻭﻀﺔ‬ ‫ﻁﻔﻼ‬
‫ﻤﻨﻬﻡ‬ ‫ﻴﺘﻭﻗﻊ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻷﻭﻟﺌﻙ‬ ‫ﺍﻟﻤﻤﻴﺯﺓ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﺃﻫﻡ‬‫ﺃ‬‫ﺃﻭ‬ ‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﺍ‬ ‫ﻥ‬
‫ﺘـﺭﺘﺒﻁ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺇﻥ‬ ‫ﻭﻭﺠﺩﺕ‬ ‫ﺒﺎﻟﻤﺩﺭﺴﺔ‬ ‫ﻴﻠﺘﺤﻘﻭﻥ‬ ‫ﻋﻨﺩﻤﺎ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻓﻲ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻷﺨﺭﻯ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺒﺎﻟﺠﺎﻨﺏ‬–‫ﺍﻟﺘﻜﻴ‬ ‫ﺒﺎﻟﺠﺎﻨـﺏ‬ ‫ﺘﺭﺘﺒﻁ‬ ‫ﻭﺨﺼﺎﺌﺹ‬ ،‫ﺍﻻﻨﻔﻌﺎﻟﻲ‬،‫ﺍﻟﺤﺭﻜـﻲ‬ ‫ﻭﺍﻟﺠﺎﻨـﺏ‬ ،‫ﻔـﻲ‬
‫ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﻭﺍﻟﺠﺎﻨﺏ‬ ،‫ﻭﺍﻟﺘﻭﺍﺼل‬.
‫ﻭﺁﺨﺭﻴﻥ‬ ‫ﻟﻴﺘﻴﻨﻴﻥ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻫﺩﻓﺕ‬)2003(Lyytinen et.al‫ﺍﻟﻠﻌﺏ‬ ‫ﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﻓﺤﺹ‬ ‫ﺇﻟﻰ‬
‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺘﻌﺎﻨﻴﻥ‬ ‫ﺍﻷﻤﻬﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﻭﺍﻟﺴﻠﻭﻜﻴﺎﺕ‬)‫ﻥ‬=٤٩(‫ﻭﻤﺠﻤﻭﻋﺔ‬
‫ﻤﻨﻬﺎ‬ ‫ﺘﻌﺎﻨﻴﻥ‬ ‫ﻻ‬ ‫ﺍﻟﻼﺌﻲ‬ ‫ﻗﺭﻴﻨﺎﺘﻬﻥ‬ ‫ﺘﻀﻡ‬ ‫ﺃﺠﺭﻯ‬)‫ﻥ‬=٤٩(‫ﺃﺜﻨ‬ ‫ﻭﺫﻟﻙ‬‫ﺍﻟـﺫﻴﻥ‬ ‫ﺃﻁﻔـﺎﻟﻬﻥ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻠﻌﺏ‬ ‫ﺎﺀ‬
‫ﻴﺒﻠﻐﻭﻥ‬١٤‫ﻭﺍﺴـﺘﺨﺩﺍﻤﻬﻡ‬ ‫ﺍﻟﺭﻤـﺯﻱ‬ ‫ﺒﺎﻟﻠﻌﺏ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻫﺅﻻﺀ‬ ‫ﻗﻴﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺫﻟﻙ‬ ‫ﻭﺍﺜﺭ‬ ‫ﺍﻟﻌﻤﺭ‬ ‫ﻤﻥ‬ ‫ﺸﻬﺭ‬
‫ﺍﻟﻠﻌـﺏ‬ ‫ﻓـﻲ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﻜﺸﻔﺕ‬ ‫ﻟﻠﻐﺔ‬
‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺃﻤﻬﺎﺕ‬ ‫ﺃﻁﻔﺎل‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻭﺇﺼﺩﺍﺭ‬ ‫ﺍﻟﺭﻤﺯﻱ‬.
‫ﻫﺎ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻫﺩﻓﺕ‬‫ﻨ‬‫ﺎ‬)2004(Hana‫ﺍﻟﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﺘﺠﻬﻴـﺯ‬ ‫ﻤﻬـﺎﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬
‫ﻭﺫﻟـﻙ‬ ‫ﺍﻟﻌـﺎﺩﻴﻴﻥ‬ ‫ﻭﺃﻗﺭﺍﻨﻬﻡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﺨﻁﺭ‬ ‫ﺍﻟﻤﻌﺭﻀﻴﻥ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺃﻁﻔﺎل‬ ‫ﻟﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺩﻭﺩﺝ‬ ‫ﻜﺭﻴﻙ‬ ‫ﻨﻤﻭﺫﺝ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬Crick & Dodge‫ﻭﻀـﻤﺕ‬ ‫ﻨﻅﺭﻱ‬ ‫ﻜﺈﻁﺎﺭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻟﻠﺘﻜﻴﻑ‬
‫ﻤﻥ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺘﺄﻟﻔﺕ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺍﻟﻌﻴﻨﺔ‬٢٠‫ﻁﻔﻼ‬‫ﺍﻟﻤﻌﺭﻀـﻴﻥ‬ ‫ﺍﻟﺭﻭﻀـﺔ‬ ‫ﺃﻁﻔـﺎل‬ ‫ﻤﻥ‬
‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﻭﻀﻤﺕ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﺨﻁﺭ‬٢٠‫ﻭﺘﻭﺼـﻠﺕ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺒﻨﻔﺱ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺃﻗﺭﺍﻨﻬﻡ‬ ‫ﻤﻥ‬ ‫ﻁﻔﻼ‬
‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﺘﻠـﻙ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺃﻫﻤﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻋﺩﺓ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬
‫ﻴﺭﺘﺒ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﻤﺭ‬ ‫ﻫﻭ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻟﺼﺎﻟﺢ‬‫ﻁ‬‫ﺍ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﻨﻤﻭﻫﻡ‬ ‫ﺒﻤﺴﺘﻭﻯ‬ ‫ﻤﺒﺎﺸﺭﺓ‬‫ﻟﻤﻌﺭﻓﻲ‬
‫ﻭ‬‫ﺍﷲ‬ ‫ﻋﺒﺩ‬ ‫ﻋﺎﺩل‬ ‫ﺃﺠﺭﺍﻫﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬)٢٠٠٥(‫ﻭﺠـﻭﺩ‬ ‫ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬
‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻓﻲ‬ ‫ﺘﺘﻤﺜل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﻷﻁﻔﺎل‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻗﺼﻭﺭ‬ ‫ﺒﻴﻥ‬ ‫ﻋﻼﻗﺔ‬
‫ﻭﻤـﺩﻯ‬ ‫ﺍﻟﻔﻭﻨﻭﻟـﻭﺠﻲ‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﺃﻭ‬ ‫ﺍﻟـﻭﻋﻲ‬ ‫ﺠﺎﻨـﺏ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻷﻟﻭﺍﻥ‬ ‫ﻭﺍﻷﺸﻜﺎل‬ ‫ﻭﺍﻟﺤﺭﻭﻑ‬ ‫ﺍﻷﺭﻗﺎﻡ‬
‫ﻟﻼﻟﺘ‬ ‫ﺍﺴﺘﻌﺩﺍﺩﻫﻡ‬‫ﻤـﻥ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻫـﺫﻩ‬ ‫ﺘﻌﺘﺒﺭ‬ ‫ﺤﻴﺙ‬ ‫ﺒﻬﺎ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻠﻘﻲ‬ ‫ﺒﺎﻟﻤﺩﺭﺴﺔ‬ ‫ﺤﺎﻕ‬
‫ﻓﺈﻨﻬـﺎ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﻻﺤﻘﺎ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺘﻘﻭﻡ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻷﺴﺎﺱ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺍﻟﻨﺎﺤﻴﺔ‬
‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﺘﻌﻤل‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻼﺤﻘﺔ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻋﻥ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺴﺌﻭﻟﺔ‬ ‫ﻫﻲ‬ ‫ﺘﻌﺩ‬
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11. ١١
‫ﺘﺤﺩﻴﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻴﻀﺎ‬‫ﻟﻠﻤﺩﺭﺴـﺔ‬ ‫ﺍﻟﻁﻔـل‬ ‫ﺍﺴﺘﻌﺩﺍﺩ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻠﻙ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻴﻠﻌﺒﻪ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺩﻭﺭ‬
‫ﻟﻠﻤﺩﺭﺴﺔ‬ ‫ﺍﻻﺴﺘﻌﺩﺍﺩ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺘﺒﺎﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺘﻔﺴﺭﻫﺎ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﻬﺫﻩ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺘﻌﺭﻑ‬
‫ﺍﻷﻫﻤﻴـﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻻﻭﻟﻭﻴﺎﺕ‬ ‫ﺘﺭﺘﻴﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺃﻴﻀﺎ‬ ‫ﺘﻬﺩﻑ‬ ‫ﻓﻬﻲ‬ ‫ﻜﺫﻟﻙ‬ ‫ﻋﻨﻬﺎ‬ ‫ﻤﺴﺌﻭﻟﺔ‬ ‫ﺘﻌﺩ‬ ‫ﻭﺍﻟﺘﻲ‬
‫ﻟ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﺘﻠﻙ‬‫ﺘﻠـﻙ‬ ‫ﺘﺭﺘﻴـﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻨﻬﺎﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺘﺼل‬ ‫ﺒﺤﻴﺙ‬ ‫ﻟﻠﻤﺩﺭﺴﺔ‬ ‫ﺍﻻﺴﺘﻌﺩﺍﺩ‬ ‫ﺃﻭ‬ ‫ﻸﻫﺒﺔ‬
‫ﺒ‬ ‫ﻋﻠﻤﺎ‬ ‫ﻟﻠﻤﺩﺭﺴﺔ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺍﺴﺘﻌﺩﺍﺩ‬ ‫ﻓﻲ‬ ‫ﺘﺄﺜﻴﺭﻫﺎ‬ ‫ﺒﺤﺴﺏ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬‫ﺄ‬‫ﻥ‬‫ﺃ‬‫ﺘﺘﻀﻤﻨﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﺕ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﺤﺩ‬
‫ﻫﺫﻩ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻭﺘﺄﻟﻔﺕ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻓﻲ‬ ‫ﻴﺘﻤﺜل‬ ‫ﺇﻨﻤﺎ‬ ‫ﻟﻠﻤﺩﺭﺴﺔ‬ ‫ﺍﻻﺴﺘﻌﺩﺍﺩ‬ ‫ﺃﻭ‬ ‫ﺍﻷﻫﺒﺔ‬
‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬٢٠‫ﻁﻔﻼ‬‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﻤﻥ‬)١٠،‫ﺫﻜﻭﺭ‬١٠‫ﺇﻨﺎﺙ‬(‫ﺒﺎﻟﺭﻭﻀـﺔ‬ ‫ﺍﻟﺜﺎﻨﻴـﺔ‬ ‫ﺒﺎﻟﺴـﻨﺔ‬kg-п
‫ﺍﺴـﺭ‬ ‫ﺇﻟﻰ‬ ‫ﻴﻨﺘﻤﻭﻥ‬ ‫ﻭﻤﻤﻥ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬ ‫ﻤﻬﺎﺭﺍﺘﻬﻡ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﻤﻤﻥ‬ ‫ﺍﻟﺸﺭﻗﻴﺔ‬ ‫ﺒﻤﺤﺎﻓﻅﺔ‬
‫ﺴـﻠﻭﻜﻴﺔ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﺒﺄﻱ‬ ‫ﻴﺄﺘﻭﻥ‬ ‫ﻻ‬ ‫ﻭﻤﻤﻥ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻭﺍﻟﺜﻘﺎﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻱ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻤﻥ‬
‫ﺍ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﻀﻡ‬ ‫ﻜﻤﺎ‬ ‫ﻤﻌﻠﻤﺎﺘﻬﻡ‬ ‫ﻟﺘﻘﺎﺭﻴﺭ‬ ‫ﻭﻓﻘﺎ‬‫ﺃﻴﻀﺎ‬ ‫ﻟﺩﺭﺍﺴﺔ‬٢٠‫ﺍﻟﻌـﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻭﻀـﺔ‬ ‫ﺃﻁﻔـﺎل‬ ‫ﻤﻥ‬ ‫ﻁﻔﻼ‬
‫ﻗﺒـل‬ ‫ﻤﻬـﺎﺭﺍﺘﻬﻡ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺒﺎﺴﺘﺜﻨﺎﺀ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺸﺭﻭﻁ‬ ‫ﻫﺫﻩ‬ ‫ﻨﻔﺱ‬ ‫ﻋﻠﻴﻬﻡ‬ ‫ﺘﻨﻁﺒﻕ‬ ‫ﺍﻟﺫﻴﻥ‬
‫ﺍﻷﺭﻗـﺎﻡ‬ ‫ﻭﺘﺘﻀـﻤﻥ‬ ‫ﺍﻷﻟـﻭﺍﻥ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﻤﻜﻌﺒﺎﺕ‬ ‫ﻀﻤﺕ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻭﺘﻡ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬
‫ﻋ‬ ‫ﻓﻀﻼ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﻭﻟﻭﺤﺔ‬ ‫ﺍﻷﺸﻜﺎل‬ ‫ﺠﺎﻨﺏ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﺼﻭﺭ‬ ‫ﻭﺍﻷﻟﻭﺍﻥ‬‫ﺍﻻﺴـﺘﻌﺩﺍﺩ‬ ‫ﺃﻭ‬ ‫ﺍﻷﻫﺒﺔ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻥ‬
‫ﺍﻻﺠﺘﻤﺎﻋ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻭﺍﺴﺘﻤﺎﺭﺓ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺃﻋﺩﻩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻟﻠﻤﺩﺭﺴﺔ‬‫ﻲ‬‫ﻟﻸﺴـﺭﺓ‬ ‫ﺍﻟﻤﻁﻭﺭ‬ ‫ﺍﻟﺜﻘﺎﻓﻲ‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻱ‬
‫ﺨﻠﻴل‬ ‫ﺒﻴﻭﻤﻲ‬ ‫ﻤﺤﻤﺩ‬ ‫ﺃﻋﺩﻩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﺼﺭﻴﺔ‬)٢٠٠٠.(‫ﻭ‬‫ﻭﺠـﻭﺩ‬ ‫ﻋـﻥ‬ ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﺘﻠﻙ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺃﺴﻔﺭﺕ‬
‫ﻋﻨﺩ‬ ‫ﺩﺍﻟﺔ‬ ‫ﺍﻴﺠﺎﺒﻴﺔ‬ ‫ﻋﻼﻗﺔ‬٠.٠٥‫ﻟﻠ‬ ‫ﻭﺍﻻﺴﺘﻌﺩﺍﺩ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻴﻥ‬‫ﻭﻋﺩ‬ ‫ﻤﺩﺭﺴﺔ‬‫ﻡ‬‫ﻭﺠـﻭﺩ‬
‫ﻤﻬـﺎﺭﺍﺘﻬﻡ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﻤﻤﻥ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﻤﺩﺭﺴﺔ‬ ‫ﺍﻻﺴﺘﻌﺩﺍﺩ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻜﺸﻔﺕ‬ ‫ﻓﻘﺩ‬ ‫ﺫﻟﻙ‬ ‫ﻋﻥ‬ ‫ﻭﻓﺽ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬‫ﺃﻴﻀﺎ‬‫ﺩﺭﺠـﺔ‬ ‫ﻓـﻲ‬ ‫ﺩﺍﻟـﺔ‬ ‫ﻓـﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﻥ‬
‫ﻋﻨﺩ‬ ‫ﻟﻠﻤﺩﺭﺴﺔ‬ ‫ﺍﻻﺴﺘﻌﺩﺍﺩ‬٠.٠١‫ﻗﺒـل‬ ‫ﻤﻬـﺎﺭﺍﺘﻬﻡ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﻻ‬ ‫ﻭﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﻤﻥ‬ ‫ﺒﻴﻥ‬
‫ﺍﻷﻜﺎﺩﻴ‬‫ﻋﻠـﻰ‬ ‫ﻴﺘﻔﻭﻗﻭﻥ‬ ‫ﺍﻟﻌﺎﺩﻴﻴﻥ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺃﻁﻔﺎل‬ ‫ﺃﻥ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻤﺎ‬ ‫ﻭﻫﻭ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﻻ‬ ‫ﻤﻥ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻤﻴﺔ‬
‫ﻭﺍﻟﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﺍﻟﻤﻌﺭﻓﻲ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﻨﻤﻭ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻴﺒﺩﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺃﻗﺭﺍﻨﻬﻡ‬
‫ﻓﻘﺩ‬ ‫ﻜﺫﻟﻙ‬ ‫ﺍﻟﻌﺎﻤﺔ‬‫ﺃﺘﻀﺢ‬‫ﻗﺼـﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻟﻸﻁﻔﺎل‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﻥ‬
‫ﺘﻔﺴﺭ‬ ‫ﻓﻴﻬﺎ‬١٩.١%‫ﻋﻠـﻰ‬ ‫ﺍﻟﺘﻌـﺭﻑ‬ ‫ﻤﻬـﺎﺭﺓ‬ ‫ﻭﺍﻥ‬ ‫ﻟﻠﻤﺩﺭﺴـﺔ‬ ‫ﺍﺴﺘﻌﺩﺍﺩﻫﻡ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺘﺒﺎﻴﻥ‬ ‫ﻤﻥ‬ ‫،ﻗﺭﻴﺒﺎ‬
‫ﺍﻟﺘﻌﺭ‬ ‫ﻭﻤﻬﺎﺭﺓ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻭﻤﻬﺎﺭﺓ‬ ‫ﺍﻟﺤﺭﻭﻑ‬‫ﻑ‬‫ﻋﻠﻰ‬‫ﺍﻷﺸﻜﺎل‬‫ﻨﻭﻋﻴﺔ‬ ‫ﻓﺌﺎﺕ‬ ‫ﺃﻓﻀل‬ ‫ﺘﻤﺜل‬
‫ﺍﻟﺭﻭﻀـﺔ‬ ‫ﺃﻁﻔﺎل‬ ‫ﺠﺎﻨﺏ‬ ‫ﻤﻥ‬ ‫ﻟﻠﻤﺩﺭﺴﺔ‬ ‫ﺍﻻﺴﺘﻌﺩﺍﺩ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﻟﻠﺘﻨﺒﺅ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻤﻨﺘﻘﺎﺓ‬
‫ﻗﺼﺭ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﻤﻤﻥ‬‫ﻤﻬﺎﺭﺍ‬ ‫ﻓﻲ‬‫ﹰ‬‫ﺎ‬‫ﺘﻘﺭﻴﺒ‬ ‫ﺘﻔﺴﺭ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬ ‫ﺘﻬﻡ‬٢.١%،٢.١%،٦.٦%
‫ﺘﻨﺒـ‬ ‫ﻟـﻡ‬ ‫ﻜﻤـﺎ‬ ‫ﻟﻠﻤﺩﺭﺴﺔ‬ ‫ﺍﺴﺘﻌﺩﺍﺩﻫﻡ‬ ‫ﺃﻭ‬ ‫ﺃﻫﺒﺘﻬﻡ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺘﺒﺎﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻭﺍﻟﻲ‬ ‫ﻋﻠﻰ‬‫ﺊ‬‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﻤﻬـﺎﺭﺓ‬
‫ﺍﺴﺘﻌ‬ ‫ﺃﻭ‬ ‫ﺃﻫﺒﺔ‬ ‫ﺒﺩﺭﺠﺔ‬ ‫ﺍﻷﻟﻭﺍﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻭﻤﻬﺎﺭﺓ‬ ‫ﺍﻟﻔﻭﻨﻭﻟﻭﺠﻲ‬‫ﺩ‬‫ﻟﻠﻤﺩﺭﺴـﺔ‬ ‫ﺍﻷﻁﻔـﺎل‬ ‫ﻫـﺅﻻﺀ‬ ‫ﺍﺩ‬
‫ﺩﺍﻟ‬ ‫ﺒﺩﺭﺠﺔ‬‫ﺔ‬‫ﺇﺤﺼﺎﺌﻴﺎ‬.
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12. ١٢
‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺩﻓﺕ‬ ‫ﻜﻤﺎ‬‫ﺃﺠﺭﺍﻫﺎ‬‫ﻋﺎﺩل‬‫ﺍﷲ‬ ‫ﻋﺒﺩ‬‫ﺴـﻠﻴﻤﺎﻥ‬ ‫ﻤﺤﻤﺩ‬ ‫ﻭﺴﻠﻴﻤﺎﻥ‬)٢٠٠٥(‫ﺇﻟـﻰ‬
‫ﻋـﻥ‬ ‫ﻜﺒﻴـﺭ‬ ‫ﺤﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻤﺴﺌﻭﻟﺔ‬ ‫ﺘﻌﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬
‫ﺒﻌ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺤﺩﻭﺙ‬‫ﺩ‬‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﺒﻤﺜﺎﺒﺔ‬ ‫ﺘﻌﺩ‬ ‫ﻓﺈﻨﻬﺎ‬ ‫ﺜﻡ‬ ‫ﻭﻤﻥ‬ ،
‫ﺃ‬ ‫ﺘﻌﺩ‬ ‫ﻭﺍﻟﻲ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻴﻌﺎﻨﻲ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬‫ﻗﺒـل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺘﻌﺩ‬ ،‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺒﺎﻟﻔﺸل‬ ‫ﺍﺭﺘﺒﺎﻁﺎ‬ ‫ﻜﺜﺭ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴ‬‫ﺔ‬‫ﻤﺜـل‬ ‫ﺍﻟﻨﻅﺎﻤﻲ‬ ‫ﺘﻌﻠﻴﻤﻪ‬ ‫ﻴﺒﺩﺃ‬ ‫ﺃﻥ‬ ‫ﻗﺒل‬ ‫ﻟﻠﻁﻔل‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺘﻌﺘﺒﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺎﺕ‬ ‫ﺘﻠﻙ‬ ‫ﺒﻤﺜﺎﺒﺔ‬
‫ﻭﺍﻷﻟﻭﺍﻥ‬ ،‫ﻭﺍﻷﺸﻜﺎل‬ ،‫ﻭﺍﻟﺤﺭﻭﻑ‬ ،‫ﺍﻷﺭﻗﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬.‫ﺃﻫﻤﻴﺘﻬـﺎ‬ ‫ﻟﻬﺎ‬ ‫ﺃﺨﺭﻯ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬
‫ﻓﻲ‬ ‫ﺘﺘﻤﺜل‬ ‫ﻟﻠﻘﺭﺍﺀﺓ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺍﻟﺒﺎﻟﻐﺔ‬‫ﺍﻟﻔﻭﻨﻭﻟﻭﺠﻲ‬ ‫ﻹﺩﺭﺍﻙ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻭﻋﻲ‬.‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻭﻴﻌﺭﻑ‬
‫ﻫـﺫﻩ‬ ‫ﻤـﻥ‬ ‫ﻤﻬـﺎﺭﺓ‬ ‫ﻜل‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻔل‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺤﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﺒﺄﻨﻪ‬ ‫ﺍﻟﺭﺍﻫﻨﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺇﺠﺭﺍﺌﻴﺎ‬
‫ﻤـﻥ‬ ‫ﺍﻗل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺤﺼل‬ ‫ﺇﺫﺍ‬ ‫ﺘﻠﻙ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭﺍ‬ ‫ﻫﻨﺎﻙ‬ ‫ﻭﻴﻌﺘﺒﺭ‬ ،‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬٥٠%
‫ﻟﻠﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﻤﻥ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻤﻥ‬‫ﺍﻟﻤﺘﻀﻤﻥ‬.‫ﻤـﻥ‬ ‫ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﻋﻴﻨـﺔ‬ ‫ﻭﺘﺘـﺄﻟﻑ‬
‫ﺒﺎﻟﺭﻭﻀﺔ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺃﻁﻔﺎل‬ ‫ﻤﻥ‬ ‫ﻋﺸﻭﺍﺌﻴﺔ‬ ‫ﻤﺠﻤﻭﻋﺔ‬KG-II‫ﻗﻭﻤﻬـﺎ‬ ‫ﺍﻟﺸـﺭﻗﻴﺔ‬ ‫ﺒﻤﺤﺎﻓﻅ‬٣٥٣
‫ﻁﻔﻼ‬)١٨١،‫ﹰ‬‫ﻼ‬‫ﻁﻔ‬١٧٢‫ﻁﻔﻠﺔ‬(‫ﺒﻌﺩﺩ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﻤﻥ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻷﻤﺭ‬ ‫ﻭﺍﻨﺘﻬﻰ‬١٢
‫ﻭ‬ ،‫ﹰ‬‫ﺍ‬‫ﻭﻟﺩ‬٨‫ﺍﻷﺭﻗﺎﻡ‬ ‫ﺘﺘﻀﻤﻥ‬ ‫ﺍﻷﻟﻭﺍﻥ‬ ‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﻤﻜﻌﺒﺎﺕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻡ‬ ‫ﻭﻗﺩ‬ ،‫ﺒﻨﺎﺕ‬‫ﻭﺍﻟﺼـﻭﺭ‬ ،‫ﻭﺍﻷﻟﻭﺍﻥ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺃﺴﻔﺭﺕ‬ ‫ﻭﻗﺩ‬ ،‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﻭﻟﻭﺤﺔ‬ ،‫ﺍﻷﺸﻜﺎل‬ ‫ﺠﺎﻨﺏ‬ ‫ﺇﻟﻰ‬:‫ﻗﺼـﻭﺭ‬ ‫ﺃﻥ‬
‫ﻤﻬـﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻴﺄﺘﻲ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺃﻁﻔﺎل‬ ‫ﻟﺩﻯ‬ ‫ﻤﻌﻴﻨﺎ‬ ‫ﺘﺭﺘﻴﺒﺎ‬ ‫ﻴﺘﺨﺫ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﺇﻟﻰ‬ ‫ﺒﻴﻨﻬﻡ‬ ‫ﺍﻨﺘﺸﺎﺭﻩ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺘﺼل‬ ‫ﺇﺫ‬ ‫ﻤﻘﺩﻤﺘﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬١٣.٦٠%‫ﻴﻠﻴﻪ‬ ،‫ﺍﻟﻘﺼـﻭﺭ‬
‫ﺒﻨﺴﺒﺔ‬ ‫ﻟﻠﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﻔﻭﻨﻭﻟﻭﺠﻲ‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬١٣.٠٣%‫ﺍﻟﺘﻌـﺭﻑ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻴﺄﺘﻲ‬ ‫ﺜﻡ‬
‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﻋﻠﻰ‬١١.٦٢%‫ﺍﻷﻟـﻭﺍﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﺃﻤﺎ‬
‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﺔ‬ ‫ﻓﻴﺸﻐل‬٧.٩٣%‫ﻓﻲ‬ ‫ﺍﻷﺸﻜﺎل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻴﺄﺘﻲ‬ ‫ﺒﻴﻨﻤﺎ‬
‫ﺍﻟ‬‫ﺒﻨﺴﺒﺔ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻭﺍﻷﺨﻴﺭﺓ‬ ‫ﺍﻟﺨﺎﻤﺴﺔ‬ ‫ﻤﺭﺘﺒﺔ‬٥.٩٥%‫ﺃﻭﺠـﻪ‬ ‫ﺍﻨﺘﺸـﺎﺭ‬ ‫ﻨﺴـﺒﺔ‬ ‫ﻓﺎﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻋﻥ‬ ‫ﻭﻓﻀﻼ‬
‫ﺘﺒﻠـﻎ‬ ‫ﺍﻟﺭﻭﻀـﺔ‬ ‫ﺃﻁﻔـﺎل‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﻜﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﻗﺒل‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬
٥.٦٧.%‫ﺤﻴﺙ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺠﻨﺱ‬ ‫ﺒﺩﻻﻟﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻠﻙ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﺘﺭﺘﻴﺏ‬ ‫ﻴﺨﺘﻠﻑ‬ ‫ﻜﻤﺎ‬‫ﻴﺄﺘﻲ‬‫ﺍﻟﻘﺼﻭﺭ‬
‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﻟﻠﺒﻨﻴﻥ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬‫ﺒﻨﺴـﺒﺔ‬ ‫ﺍﻟﻤﻘﺩﻤـﺔ‬ ‫ﻓـﻲ‬ ‫ﻟﻠﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﻔﻭﻨﻭﻟﻭﺠﻲ‬ ‫ﺍﻹﺩﺭﺍﻙ‬١٦.٠٢%‫ﻴﻠﻴـﻪ‬
‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬١٣.٨١%‫ﺍﻟﺘﻌـﺭﻑ‬ ‫ﻤﻬـﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﺜﻡ‬
‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻷﻋﺩﺍﺩ‬ ‫ﻋﻠﻰ‬١١.٠٥%‫ﺍﻟﻤﺭﺘﺒـﺔ‬ ‫ﻓﻲ‬ ‫ﻓﻴﺄﺘﻲ‬ ‫ﺍﻷﻟﻭﺍﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﺃﻤﺎ‬
‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬٩.٣٩%‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻴﺄﺘﻲ‬ ‫ﺒﻴﻨﻤﺎ‬‫ﺍﻟﻤﺭﺘﺒـﺔ‬ ‫ﻓـﻲ‬ ‫ﺍﻷﺸـﻜﺎل‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬
‫ﺒﻨﺴﺒﺔ‬ ‫ﻭﺫﻟﻙ‬ ‫ﻭﺍﻷﺨﻴﺭﺓ‬ ‫ﺍﻟﺨﺎﻤﺴﺔ‬٧.١٨%‫ﺍﻟﺒﻨـﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻨﺘﺸﺎﺭ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻭﺒﻠﻐﺕ‬٦.٦٣%
‫ﻋﻠـﻰ‬ ‫ﺍﻟﺘﻌـﺭﻑ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻴﺄﺘﻲ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺫﻟﻙ‬ ‫ﻋﻥ‬ ‫ﻴﺨﺘﻠﻑ‬ ‫ﺍﻟﺘﺭﺘﻴﺏ‬ ‫ﻓﺎﻥ‬ ‫ﻟﻠﺒﻨﺎﺕ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺃﻤﺎ‬
‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﻘﺩﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺭﻭﻑ‬١٣.٣٧%‫ﺍ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻴﻠﻴﻪ‬‫ﺒﻨﺴـﺒﺔ‬ ‫ﻷﻋـﺩﺍﺩ‬
١٢.٢١%‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﻔﻭﻨﻭﻟﻭﺠﻲ‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻴﺄﺘﻲ‬ ‫ﺒﻴﻨﻤﺎ‬
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13. ١٣
٩.٨٨%‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﺭﺍﺒﻌﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﺔ‬ ‫ﻓﻴﺸﻐل‬ ‫ﺍﻷﻟﻭﺍﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﺃﻤﺎ‬ ،٦.٤٠%،
‫ﺒﻨﺴـﺒﺔ‬ ‫ﻭﺍﻷﺨﻴﺭﺓ‬ ‫ﺍﻟﺨﺎﻤﺴﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺸﻜﺎل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﻭﻴﺄﺘﻲ‬٤.٦٥%
‫ﺍﻹﻨﺎﺙ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻘﺼﻭﺭ‬ ‫ﺍﻨﺘﺸﺎﺭ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻭﻭﺼﻠﺕ‬٤.٦٥.%‫ﺘﻭﺠـﺩ‬ ‫ﻻ‬ ‫ﻓﺎﻨـﻪ‬ ‫ﻜﺫﻟﻙ‬
‫ﺍﻟﺨﻤـﺱ‬ ‫ﺍﻟﻤﻬـﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻜل‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﺒﻨﺎﺕ‬ ‫ﺍﻟﺒﻨﻴﻥ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺭﺘﺏ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻓﺭﻭﻕ‬
‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﺘﻀﻤﻨﺔ‬.
‫اﻟﺴﺎﺑﻘﺔ‬ ‫اﻟﺪراﺳﺎت‬ ‫ﻋﻠﻰ‬ ‫ﺗﻌﻘﯿﺐ‬:
‫ﺍﻟﻤﻬـ‬ ‫ﺇﻥ‬ ‫ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﻟﻬﺫﻩ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻌﺭﺽ‬ ‫ﻤﻥ‬ ‫ﻴﺘﻀﺢ‬‫ﺘـﺭﺘﺒﻁ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴـﺔ‬ ‫ﻗﺒـل‬ ‫ﺎﺭﺍﺕ‬
‫ﻫـﺫﻩ‬ ‫ﻤﺜل‬ ‫ﻭﺃﻥ‬ ،‫ﻟﻬﺎ‬ ‫ﹰ‬‫ﺍ‬‫ﻤﺅﺸﺭ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻠﻙ‬ ‫ﺘﻌﺩ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ،‫ﺇﻟﻴﻬﺎ‬ ‫ﻭﺘﺅﺩﻱ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺒﺼﻌﻭﺒﺎﺕ‬
،‫ﻭﺍﻷﺸـﻜﺎل‬ ‫ﻭﺍﻷﻋـﺩﺍﺩ‬ ،‫ﺍﻟﺤﺭﻭﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﺘﺘﺭﻜﺯ‬ ‫ﺘﻜﺎﺩ‬ ‫ﺃﺴﺎﺴﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﺼﻌﻭﺒﺎ‬ ‫ﺃﻥ‬ ‫ﻜﻤﺎ‬ ‫ﻟﻠﻐﺔ‬ ‫ﺍﻟﻔﻭﻨﻭﻟﻭﺠﻲ‬ ‫ﺍﻹﺩﺭﺍﻙ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻭﻋﻲ‬ ‫ﺠﺎﻨﺏ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻷﻟﻭﺍﻥ‬‫ﺘﻨﺘﺸـﺭ‬ ‫ﺍﻟﻨﻤﺎﺌﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺕ‬
‫ﻋﺎﻤـﺔ‬ ‫ﺍﻟـﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﻨﺘﺸﺎﺭ‬ ‫ﻤﻌﺩﻻﺕ‬ ‫ﺤﺩﻭﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺭﻭﻀﺔ‬ ‫ﺃﻁﻔﺎل‬ ‫ﺒﻴﻥ‬.‫ﻨـﺩﺭﺓ‬ ‫ﻴﻼﺤـﻅ‬ ‫ﻜﻤـﺎ‬
‫ﺒﻬـﺫﺍ‬ ‫ﺍﻫﺘﻤﺕ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺒﺼﻔﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﺘﻤﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻋﺎﻤﺔ‬ ‫ﺒﺼﻔﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻟﻤﻭﻀﻭﻉ‬.
‫اﻟﺪراﺳﺔ‬ ‫ﻓﺮوض‬:
١-‫ﻗﺼﻭﺭ‬ ‫ﻴﺘﺨﺫ‬‫ﻤﺅﺸﺭﺍﺕ‬‫ﺼﻌﻭﺒﺎﺕ‬‫ﺍﻟ‬‫ﺘﻌﻠﻡ‬‫ﻟﺩﻯ‬ ‫ﻤﻌﻴﻨﺎ‬ ‫ﺘﺭﺘﻴﺒﺎ‬‫ﺃﻁﻔﺎل‬‫ﺍﻟﺭﻭﻀﺔ‬‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬.
٢-‫ﻻ‬‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬‫ﺍﻟ‬‫ﺫﻜﻭﺭ‬‫ﻭﺍﻹ‬‫ﻓﻲ‬ ‫ﻨﺎﺙ‬‫ﻤﺅﺸﺭﺍﺕ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬.
٤-‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﻟﻴﺱ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻭﺒﻴﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﺍﻟـﺫﺍﺕ‬ ‫ﻤﻔﻬـﻭﻡ‬ ‫ﻓﻲ‬
‫ﺍﻷﻁ‬ ‫ﻟﺼﺎﻟﺢ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺅﺸﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﻟﻴﺱ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻔﺎل‬.
‫اﻟﺪراﺳﺔ‬ ‫إﺟﺮاءات‬:
١‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻨﻬﺞ‬ ‫ـ‬:
‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻋﺘﻤﺩﺕ‬‫ﺍﻹﺤﺼﺎﺌﻲ‬ ‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬‫ﻟﻤﻼﺀﻤﺘﻪ‬‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺒﻴﺎﻨﺎﺕ‬ ‫ﻟﻁﺒﻴﻌﺔ‬.
٢‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ـ‬:
‫ﺍﻟﺤﻀﺎﻨﺔ‬ ‫ﺒﺩﻭﺭ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬‫ﺍﻟﻤﻜﺭﻤﺔ‬ ‫ﺒﻤﻜﺔ‬‫ﺍﺨﺘﻴﺎﺭﻫﻡ‬ ‫ﺘﻡ‬
‫ﻋﺸﻭﺍﺌﻴ‬ ‫ﺒﺼﻭﺭﺓ‬‫ﻋﺩﺩﻫﻡ‬ ‫ﺒﻠﻎ‬ ‫ﻭﻗﺩ‬ ،‫ﺔ‬)٥١٤(‫ﻭﻁﻔﻠﺔ‬ ‫ﻁﻔﻼ‬)٢٦٢‫ﻭ‬ ،‫ﻁﻔـﻼ‬٢٥٢‫ﻁﻔﻠـﺔ‬(‫ﺒﺎﻟﺴـﻨﺔ‬
‫ﺒﺎﻟﺭﻭﻀﺔ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬‫ﻤﻥ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﻡ‬ ‫ﺘﻡ‬)‫ﺍﻟﺨﻴـﺭ‬ ‫ﺒﺸﺎﺌﺭ‬ ‫ﺭﻭﻀﺔ‬‫ـ‬‫ﺍﻹﺴـﻼﻤﻴﺔ‬ ‫ﺍﻟﻤﻘﺎﺼـﺩ‬ ‫ﺭﻭﻀـﺔ‬‫ـ‬
‫ﺍﻷﻫﻠﻴﺔ‬ ‫ﺍﻟﻌﺎﺼﻤﺔ‬ ‫ﺭﻭﻀﺔ‬‫ـ‬‫ﺍﻷﻫﻠﻴﺔ‬ ‫ﺍﻟﻤﺠﺩ‬ ‫ﺭﻭﻀﺔ‬‫ـ‬‫ﺍﻷﻫﻠﻴﺔ‬ ‫ﺍﻟﺠﻴل‬ ‫ﺩﺍﺭ‬‫ـ‬‫ﺍﻷﻫﻠﻴـﺔ‬ ‫ﺍﻟﺩﻭﺤـﺔ‬‫ـ‬
‫ﺍﻷﻫﻠﻴﺔ‬ ‫ﺍﻟﻔﻀل‬‫ـ‬‫ﺍﻟﺯﻫﺭﺍﺀ‬‫ﺍﻷﻫﻠﻴﺔ‬‫ـ‬‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﺸﻌﺎﻉ‬‫ـ‬‫ﺍﻹﺴﻼﻤﻴﺔ‬ ‫ﺍﻟﻘﺒﻠﺔ‬‫ـ‬‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﻤﻜﺔ‬(.‫ﻭﺒﻠﻎ‬
‫ﺃﻋﻤﺎﺭﻫﻡ‬ ‫ﻤﺘﻭﺴﻁ‬)٥.٢٢(‫ﻤﻌﻴﺎﺭﻱ‬ ‫ﻭﺍﻨﺤﺭﺍﻑ‬ ‫ﺴﻨﺔ‬)٢.٠٢(.‫ﺍﻟﺜﺎﻨﻴـﺔ‬ ‫ﺍﻟﺴﻨﺔ‬ ‫ﻤﻥ‬ ‫ﺍﺨﺘﻴﺎﺭﻫﻡ‬ ‫ﺘﻡ‬ ‫ﻭﻗﺩ‬
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