2024-04-17 22:40:04There is a difference in the results of research and studies that dealt with cognitive and mental characteristics about the effect of hearing disability on cognitive and mental activity.
There are those who believe that the cognitive mental abilities of people with hearing disabilities are negatively affected as a result of this disability, due to their lack of interaction with sensory stimuli in the environment, which results in a deficiency in their perceptions, a limitation in their cognitive field, and even a delay in their mental development compared to normal people. Also, a hearing disability deprives the disabled person of... The ability to communicate well with his family, peers, and community, which weakens his balance of experience, and thus the level of mental development among the hearing-impaired is delayed when compared to normal people (Walid Khalifa, Murad Saad, and Fadloun Al-Demerdash, 2008, 74).
Abdullah Al-Quraiti (2005, 319) mentions that the results of research that used oral or verbal intelligence tests - including the research of Pintner and Paterson, who applied Godard's modified form of the Binet-Simon intelligence test - showed that there were differences in the level of... Intelligence between the deaf and the normal for the benefit of the normal.
Saeed Al-Azza (2002, 115) explains that concepts related to language are weak among the hearing-impaired, and that their shortcomings in intelligence tests are due to linguistic problems. Therefore, intelligence tests must be adapted and modified to be more accurate in measuring the intelligence of members of this group, even if non-verbal intelligence tests are allocated to them. To measure their intelligence accurately. Mustafa Al-Qamsh and Khalil Al-Maaytah (2006, 92) agreed with this that most educational psychologists point out that mental ability is linked to linguistic ability. It is obvious that the performance of hearing-impaired individuals will be low on intelligence tests due to the saturation of those tests with the verbal aspect, and that if tests were designed Intelligence for the deaf focuses on performance aspects, as their performance may not be low on these tests.
Al-Sayyid Sharif (2014, 148) mentions the cognitive characteristics of the hearing-impaired as follows:
The intelligence level of a deaf person does not differ from the intelligence level of a hearing person when using non-verbal intelligence tests, but when using verbal tests the matter is different.
The deaf person has the ability to learn and think abstractly, unless his disability is accompanied by brain damage.
The concepts of deaf people do not differ from the concepts of normal people, except for linguistic concepts.
The deaf learn better if the situation includes multiple sensory stimuli, such as colors, different patterns, and movement.
Some of these individuals are considered gifted.
As for the ability of the deaf to remember, given the importance of the role that memory plays in the teaching and learning process as it is a component of mental ability, many studies have been conducted on the nature of memory in the deaf, as some opinions believe that the memory strength of the deaf is affected by hearing disability, and the following is The most important results reached by studies that dealt with the nature of memory in deaf people:
· Normal students achieved better results than deaf students with regard to deferred recall, and both of them were equal in immediate recall.
· Deaf students also achieved better results in remembering words that have a counterpart in sign language, unlike words that have a sign. Deaf students were also found to be more able than normal students to remember words that are similar in form, while normal students were more able than deaf students to remember. Words that are similar in terms of spoken language.
The educational needs of people with hearing disabilities can be determined in light of their mental and cognitive characteristics as follows:
Providing educational content that requires varying levels of intelligence, taking into account individual differences.
Simplifying the stimuli presented to the student so that he can remember and comprehend them.
Using visual teaching aids; It supports both memory and attention, especially since the deaf rely mainly on the sense of sight in their learning.
Draw the student's attention to new vocabulary by coloring it or putting lines under it.
