نوع المستند : المقالة الأصلية
المؤلفون
1 باحثة دكتوراة، قسم التربية الخاصة، كلية التربية، جامعة الملك سعود
2 أستاذ التربية الخاصة، قسم التربية الخاصة، كلية التربية، جامعة الملك سعود
المستخلص
عنوان المقالة [English]
المؤلفون [English]
This study aimed to identify common spelling errors among deaf and hard-of-hearing students, and to determine the differences according to hearing status, gender, educational level (primary, intermediate & secondary), and educational setting. The descriptive approach was used, and its tool was the spelling error scale, with a sample of 134 students. The results showed that the most common errors were errors in writing hamzas and neglecting to write punctuation marks. The results also showed no statistically significant differences due to the gender variable, but differences were found in other variables. Spelling errors were more common among hard of hearing students compared to deaf students with differences in the types of errors, and more common among primary and intermediate school students compared to secondary school students. The results also revealed differences between students in inclusion settings and self- contained classroom with a higher average of errors in inclusion settings. The study recommended the need to develop educational programs and train teachers to use appropriate educational strategies for deaf and hard-of-hearing students, while improving the educational environment to be inclusive for all.
Keywords: spelling skills; Arabic language; hearing loss.
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