The Status Quo of Teaching History in Visually Impaired Schools from Their Point of View According to Some Variables

Al-Aref, Wael Salem Musa; Sharaf, Abdel-Aleem Mohamed Abdel-Aleem; Abdel-Rahman, Mohamed Khalifa

doi:10.21608/jsrep.2022.271270

The Status Quo of Teaching History in Visually Impaired Schools from Their Point of View According to Some Variables

Document Type : Original Article

Authors

قسم المناهج وطرق التدريس ، كلية التربية، جامعة الأزهر

10.21608/jsrep.2022.271270

Abstract

This research sought to identify the status quo of teaching history in the visually impaired schools from their point of view. The research utilized the descriptive research, and the participants were 40 male and female students at Al-Nour schools for the visually impaired in Sohag and Assiut. To collect data, a questionnaire was designed to uncover the status quo of teaching history in the visually impaired schools from their point of view. The results also indicated that there were no statistically significant differences attributed to the categorical research variables (gender, grade). The research recommended the necessity of developing the content of history in the preparatory stage, developing educational activities in the textbook and converting them into Braille, in addition to providing the means and technological innovations (audio and tactile) that help teaching for this category, and holding some public seminars on historical events in which some historical figures participate. It includes discussions, evaluation of different points of view, and raising the level of teachers’ teaching skills, through the use of modern teaching strategies such as educational skits, role-playing for some historical figures, cooperative learning, instilling values, principles and belonging in students’ hearts through the study of history, and using the Wall magazine effectively.

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