TRANING ON HAND WEAVING SKILLS FOR MENTALLY CHALLENGED PEOPLE USING MULTIMEDIA PROGRAM | ||||
| المجلة العلمية لجمعية امسيا – التربية عن طريق الفن | ||||
| Article 14, Volume 1, Issue 2, April 2015, Page 241-260 PDF (850.9 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/amesea.2015.71184 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Samia Ahmed elshekh* ; Ahmed Hatem said* ; Mai Ateia* | ||||
| Faculty of art education helwan University | ||||
| Abstract | ||||
| Currently, the world looks to make benefit of the abilities of children and adults who have difficulties in learning by making use of the Vocational Therapy programs. This program is used in parallel to the Structured Rehabilitation Program and is designed to rehabilitate persons who lost the ability to wok because of a disease or a disability which help them to participate into work again. This programs works on the individuals with their current physical and mental conditions to determine the suitable work for them. It deals with each individual’s condition, skills and tendencies through a set of tests. Some teachers who deal with children with learning difficulties classify the problems that usually appear in these children to 11 kinds of problems that is known as class learning difficulties, considering that these problems are realistic rather than virtual ones. This study focuses on 2 of these kinds: Counting and identifying numbers, Motor Coordination Difficulties indicators: Learning difficulties in children contended in the following: Difficulties in identifying objects Difficulties in visual-motor synergy that causes difficulties in the coordination between the eye, hand and figures motions Slowness in dealing with numbers, multiplication concepts, mathematical equation conversions, and difficulties in verbal problems understanding and their indications like bigger than and smaller than. Behavioral and social characteristics for children with learning difficulties: Misbehaviors, social skills usage difficulties because of missing the ability of talking and interchanging ideas and concepts with people as a result of difficulties in the language and expressions or dash and recklessness in haphazard responding and acting. Tensions, stress and disorder resulting from the interfering of emotions that are swinging between their intelligence levels that is equals to or exceeds their pears and not competing with them to achieve academic success. Low self esteem and self confidence, missing the motivation for learning because of falling in achieving success in school academic realizable tests. Withdrawal and insularity and escaping from society, school absence, depression feelings as a result of a social away from their pears, families and teachers. Haphazard and lack of system in all life sides either in work, locations, or times. This refers to missing stability related to time and place and the mental disorientation that they live. Difficulties and weaknesses in visual-motor synergy that leads to stability difficulties and difficulties in following the letters and numbers sequencing and motions alternating which makes it difficult to tune the rhythm for any moving object. | ||||
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