We are in the time of dual teaching, and this applies to teaching people with special needs. Let us identify the target group and the delivery of teaching content in the scientific subjects - science, physics and chemistry - in Arabic for the classes of the second and third cycles, in both the Al-Nour section for the blind and the Al-Rajaa section for the deaf, in addition to the Al-Bayan section for developmental delay and language disorders at Al-Hadi Institution for Hearing and Visual Impairment and Language and Communication Disorders, which belongs to Al-Mabarrat Charitable Association.<\/p>\n\n\n\n
Distance learning<\/p>\n\n\n\n
to the distance learning system. The science subject coordinator Yana Al-Mawla explained to \u201cAl-Nahar\u201d that it rests on \u201cactivating the varied and numerous sensory aids in the section, which serve the majority of the teaching objectives present in the scientific teaching materials\u201d.<\/p>\n\n\n\n
As for distance learning, she pointed out that \u201cvisual presentations were prepared that serve the scientific teaching objectives, including the preparation of videos that take into account the criteria for deaf pupils in terms of sign language, clarity of image and clarity of information, and for blind pupils through clarity of sound and clarity of the information presented in the video - in addition to carrying out the scientific laboratory experiments inside the laboratory with an audio explanation and in sign language, which suits all the pupils\u201d.<\/p>\n\n\n\n
Let us return to teaching in the classroom. Al-Mawla mentioned that in the Al-Nour section for the blind, with the aim of detecting foods, \u201cwe first carry out the recall activities through a review-testing strategy\u201d.<\/p>\n\n\n\n
Group work and an electrical circuit<\/p>\n\n\n\n
She said: \u201cI pose a question about the food groups and the benefits of each of them for the body. Then we move to the second, discovery activity by applying the strategy of group work, discussion and observation for the experiment of detecting foods and detecting starches. I ask the pupils to study the card in Braille for the blind and the material card for the partially sighted pupils - that is, a card that is defined and organized: the objective, the tools, the steps of carrying out the experiment and the observation.\u201d She completed her explanation, saying that \u201cthe teacher distributes the groups between the blind and the partially sighted so that they help one another in reaching the conclusion, then asks them to identify the required tools and materials; and when the name of each tool or material is mentioned she hands it to the pupils to feel it and discover its shape\u201d.<\/p>\n\n\n\n
As for the materials, Al-Mawla noted that she \u201casks the pupils to smell them if they are food, or describes them to them herself, then asks them to define the steps of the experiment and to carry them out precisely with attention, offering guidance herself and with her help, to present the results and then to reach the conclusion through discussion within the group\u201d.<\/p>\n\n\n\n
And what about assembling an electrical circuit? For Al-Mawla, first come \u201cthe special laboratory tools for setting up and assembling an electrical circuit, where the pupil touches each tool - wires, a battery and identifying its poles, light bulbs and an electrical switch\u201d. She pointed out that she \u201casks for a reminder, based on the data presented on the card, of the circuit's tools and asks the pupils to hand them over, so that each pupil works on assembling the circuit according to the data presented on the card, with support in giving the result in terms of whether the bulb lights or not, and in identifying the fault through relying on the sense of touch during the application, and in correcting the result and the information set out on the card of work steps\u201d.<\/p>\n\n\n\n
Measuring mass<\/p>\n\n\n\n
On another objective - measuring mass - Al-Mawla mentioned that \u201cfirst the special laboratory tools for measuring the mass of a body are identified, where the pupil touches each tool: a two-pan balance, weights marked in Braille corresponding to their mass, and different bodies\u201d, so that \u201cthe teacher asks them to work on measuring the mass of a body, and the body's name is identified by touching it or smelling it\u2026 and to work on measuring a mass according to the data presented on the card, then to place the body on the first pan of the balance and after that to place the weights for balance, by feeling the balance's needle and lifting the weights and identifying them by touching the Braille on them, and carrying out the arithmetic operation using the calculator designed for the blind\u201d.<\/p>\n\n\n\n
How does Al-Mawla approach science in the Al-Rajaa section for the deaf? She said: \u201cThe curriculum is taught to deaf and hard-of-hearing pupils, and work is done to define the essential objectives in the subject while not giving the objectives that rest on using hearing to draw conclusions; only the general objective is given so as to benefit from it in daily life as an idea. Then work is done on activating the use of sign language, in addition to clarifying all the objectives and information by carrying out the laboratory experiments and fixing all the information through experimentation.\u201d<\/p>\n\n\n\n
Sign language<\/p>\n\n\n\n
Regarding the detection of foods, Al-Mawla mentioned that \u201cwe rely on sign language with the same mechanism adopted with the blind, which rests on ordering the steps of any experiment and presenting the results for discussion within the group\u201d.<\/p>\n\n\n\n
What about assembling an electrical circuit and measuring mass? She said: \u201cWe focus on sign language with close accompaniment of the stages of work referred to with the blind, in terms of adopting the card, monitoring the result and following up the information on the card of work steps.\u201d<\/p>","protected":false},"excerpt":{"rendered":"
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