تطور دور الرعاية الاجتماعية في مدارس الصم ودور التكنولوجيا في التعليم في المدارس الخاصة برعاية ذوي الإعاقة السمعية

Abstract

1.    Lack of material and human resources necessary to leverage scientific and technological advancements that could contribute to controlling disability rates and mitigating their effects on both individuals and society.

2.    A lack of official awareness or low levels of institutional consciousness regarding the phenomenon of disability, its consequences, and the widespread prevalence of negative societal attitudes towards individuals with hearing impairments.

3.    The complexity of understanding the behavior of individuals with hearing disabilities, which necessitates specialized educational and psychological expertise.

4.    The need for programs directed at families of individuals with hearing impairments to receive the same level of attention and support as programs targeting the individuals themselves. This is crucial in helping families accept and adapt to the disability, as the family is considered a fundamental partner in the rehabilitation process, with mutual influence existing between the individual and their family members—both forming a structurally and functionally interrelated unit.

5.   The necessity of creating appropriate educational and pedagogical environments in select schools to enable the integration of deaf and hearing-impaired students, accompanied by the provision of advanced tools and technologies that facilitate effective inclusion and adaptatio.