ﺒﺴﻡ ﺍﷲ ﺍﻝﺭﺤﻤﻥ ﺍﻝﺭﺤﻴﻡ
ﻭﺭﻗﺔ ﺩﺭﺍﺴﻴﺔ ﺒﻌﻨﻭﺍﻥ
)ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺘﺩﺭﻴﺒﻰ ﻤﻘﺘﺭﺡ ﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﺩﻗﻴﻘﺔ ﻝﻼﻁﻔﺎل ﻤﻌﺎﻗﻰ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ (
ﺇﻋﺩﺍﺩ -:
ﺩ .ﺃﺤﻤﺩ ﺍﺩﻡ ﺃﺤﻤﺩ ﻤﺤﻤﺩ – ﺃﺴﺘﺎﺫ ﻤﺸﺎﺭﻙ ،ﺠﺎﻤﻌﺔ ﺍﻝﺴﻭﺩﺍﻥ ﻝﻠﻌﻠﻭﻡ ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ – ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺒﺩﻨﻴﺔ ﻭﺍﻝﺭﻴﺎﻀﺔ
ﺩ .ﺴﻤﻴﺔ ﺠﻌﻔﺭ ﺤﻤﻴﺩﻯ – ﺃﺴﺘﺎﺫ ﻤﺴﺎﻋﺩ ،ﺠﺎﻤﻌﺔ ﺍﻝﺴﻭﺩﺍﻥ ﻝﻠﻌﻠﻭﻡ ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ – ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺒﺩﻨﻴﺔ ﻭﺍﻝﺭﻴﺎﻀﺔ .
ﻤﻭﺒﺎﻴل . +249912233978
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0
ﻤﻠﺨﺹ ﺍﻝﺩﺭﺍﺴﺔ -:
ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﺩﺭﻴﺒﻰ ﺍﻝﻤﻘﺘﺭﺡ ﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﺩﻗﻴﻘﺔ ﻝﻼﻁﻔﺎل ﻤﺼﺎﺒﻰ ﺍﻝﺸﻠل
ﺍﻝﺩﻤﺎﻏﻰ ،ﺘﻜﻭﻨﺕ ﺍﻝﻌﻴﻨﺔ ﻝﻼﻁﻔﺎل ﻤﺼﺎﺒﻰ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻭﺒﻠﻎ ﻋﺩﺩﻫﻡ ) ( 10ﻓﺭﺩ ،ﺇﻋﺘﻤﺩ ﺍﻝﺒﺎﺤﺜﺎﻥ ﻋﻠﻰ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻰ
ﻜﺎﺩﺍﺓ ﻝﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻜﻤﺎ ﺇﺴﺘﺨﺩﻡ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻰ ﺍﻝﻤﻨﺎﺴﺏ ﺒﺈﺴﺘﺨﺩﺍﻡ ﺍﻝﻨﻅﺎﻡ ﺍﻹﺤﺼﺎﺌﻰ ) ﺒﺭﻨﺎﻤﺞ ﺍﻝﺤﺯﻡ
ﺍﻻﺤﺼﺎﺌﻰ ( ﻭﻗﺩ ﺃﺴﻔﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻋﻥ ﺍﻻﺘﻰ :
ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻘﻴﺎﺴﻴﻥ ﺍﻝﻘﺒﻠﻰ ﻭﺍﻝﺒﻌﺩﻯ ﻓﻰ ﺇﺨﺘﺒﺎﺭﺕ ﺍﻷﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﻝﻤﺼﺎﺒﻰ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻝﺼﺎﻝﺢ
ﺍﻝﻘﻴﺎﺴﺎﺕ ﺍﻝﺒﻌﺩﻴﺔ ﻓﻰ ﺍﻻﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﻴﻭﻤﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ -:ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻤﺸﻰ -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻤﻥ ﻭﻀﻊ ﺍﻝﺭﻗﻭﺩ –
ﺍﻝﺘﻨﻘل -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﺘﺴﻠﻕ ﻭﺍﻹﻨﺘﻘﺎل -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻴﺩ
ﺍﻝﻜﻠﻤﺎﺕ ﺍﻝﻤﻔﺘﺎﺤﻴﺔ -:
ﺍﻝﺭﻴﺎﻀﺔ – ﺍﻝﻘﺸﺭﺓ ﺍﻝﺩﻤﺎﻏﻴﺔ – ﻋﺠﺯ ﻓﻰ ﺍﻝﺤﺭﻜﺔ – ﺍﻝﻤﺘﺨﻠﻔﻴﻥ ﻋﻘﻠﻴﺎ -ﻤﺭﺽ ﺍﻝﺯﻫﺭﻯ -ﺍﻻﺸﺎﺭﺍﺕ ﺍﻝﻌﺼﺒﻴﺔ
ABSTRACT
This study aimed to identify the impact of the training program proposed for the development of
fine motor skills for children invalids cerebral palsy, a sample of children invalids cerebral palsy
and numbered (10) individual, adopted researchers on experimental method as a tool for
gathering information was also used methods Statistical analysis appropriate using statistical
system () The results revealed the following:
There were statistically significant differences between the two measurements pre and post in tests
motor activities cured cerebral palsy for measurements posteriori in motor activities daily following: -
motor activity of walking - motor activity of a lie - Mobility - motor activity of the climb and Navigation -
motor activity of the hand
Key words:
Sports - the cerebral cortex - the inability of the movement - mentally retarded - syphilis - nerve signal
1 – 1ﺍﻝﻤﻘﺩﻤﺔ .-:
ﻨﺠﺩ ﺃﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺭﻴﺎﻀﺔ ﻭﺍﻝﺼﺤﺔ ﻋﻼﻗﺔ ﻗﺩﻴﻤﺔ ﻤﻨﺫ ﺍﻷﺯل ﻭﺃﻴﻀﹰﺎ ﻤﺘﺠﺩﺩﺓ ﻭﻤﺘﻐﻴﺭﺓ ﻭﻝﻜﻨﻬﺎ ﻭﺜﻴﻘﺔ ﺍﻝﺼﻠﺔ ﺩﺍﺌﻤﹰﺎ ﺤﻴﺙ ﻴﺅﺜﺭ
ﻭﻴﺘﺄﺜﺭ ﻜل ﻋﻨﺼﺭ ﺒﺎﻵﺨﺭ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﺍﻝﻤﻤﺎﺭﺴﺔ ﻝﻠﻘﺎﻋﺩﺓ ﺍﻝﻌﺎﻤﺔ ﺃﻭ ﺤﺘﻰ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﺒﻁﻭﻝﺔ ،ﻓﺎﻝﺭﻴﺎﻀﺔ ﻝﻬﺎ ﺘﺄﺜﻴﺭﺍﺕ ﺍﻴﺠﺎﺒﻴﺔ
ﻭﻤﺘﻨﻭﻋﺔ ﺘﻨﺩﺭﺝ ﺘﺤﺕ ﺍﻨﻭﺍﻉ ﻤﺘﻌﺩﺩﺓ ﺍﻻﻏﺭﺍﺽ ﻓﻤﻨﻬﺎ )ﻋﻼﺠﻴﺔ ﻭﻭﻗﺎﺌﻴﺔ ﻭﻝﻠﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺼﺤﺔ ﺍﻝﻘﻭﺍﻡ ﻭﺍﻝﻤﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ
ﻭﺇﻜﺘﺴﺎﺏ ﺍﻝﻠﻴﺎﻗﺔ ﻭﺼﺤﺔ ﺍﻝﺠﻬﺎﺯ ﺍﻝﺩﻭﺭﻯ ﻭﺍﻝﺘﻨﻔﺴﻲ ﻭﺍﻝﻘﻠﺏ ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻷﺠﻬﺯﺓ ﺍﻝﺤﻴﻭﻴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ( ، (1).ﻋﻠﻴﻪ ﻴﺠﺏ ﺃﻥ
ﻴﺘﻀﺎﻓﺭ ﺍﻝﻌﻼﺝ ﺍﻝﻁﺒﻴﻌﻰ ﻤﻊ ﻨﺸﺎﻁ ﺭﻴﺎﻀﻰ ﺘﺄﻫﻴﻠﻰ ﻁﺒﻘﹰﺎ ﻝﻘﺩﺭﺍﺍﺕ ﺍﻝﻤﺭﻴﺽ ﻭﻴﺯﺩﻝﺩ ﺫﻝﻙ ﺘﺩﺭﻴﺠﻴﹰﺎ ﻤﻤﺎ ﻴﺤﺩﺙ ﺘﺎﺜﻴﺭ ﺇﻴﺠﺎﺒﻰ
ﻤﻠﺤﻭﻅ ﻋﻠﻰ ﻭﻅﺎﺌﻕ ﺃﻋﻀﺎﺌﻬﻡ ﻁﺒﻘﹰﺎ ﻝﺭﺃﻯ ﻤﻌﻅﻡ ﻋﻠﻤﺎﺀ ﻓﺴﻴﻭﻝﻭﺠﻴﺎ ﺍﻝﺭﻴﺎﻀﺔ ﻭﺍﻝﻁﺏ ﺍﻝﺭﻴﺎﻀﻰ ،ﻓﺎﻝﺠﺴﻡ ﺍﻝﻤﻌﺘﺩل ﻫﻭ ﺍﻝﺠﺴﻡ
1
ﺍﻝﺫﻯ ﻴﻜﻭﻥ ﻓﻴﻪ ﺘﻭﺍﺯﻥ ﺜﺎﺒﺕ ﺒﻴﻥ ﺍﻝﻘﻭﺓ ﺍﻝﻌﻀﻠﻴﺔ ﻭﺍﻝﺠﺎﺫﺒﻴﺔ ﺍﻷﺭﻀﻴﺔ ﻭﻴﻜﻭﻥ ﺘﺭﺘﻴﺏ ﺍﻝﻌﻅﺎﻡ ﻭﺍﻝﻌﻀﻼﺕ ﺒﻭﻀﻊ ﻁﺒﻴﻌﻲ ﻭﻴﺤﺘﻔﻅ
ﺒﺈﻨﺤﻨﺎﺌﺎﺕ ﺍﻝﺠﺴﻡ ﺩﻭﻥ ﺯﻴﺎﺩﺓ ﺃﻭ ﻨﻘﺼﺎﻥ ﻋﻠﻰ ﺍﻝﺸﻜل ﺍﻝﻁﺒﻴﻌﻲ ﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻝﺤﺭﻜﺔ ﺒﺴﻬﻭﻝﺔ ﻭﻋﻜﺱ ﺫﻝﻙ ﻴﻜﻭﻥ ﺍﻝﻘﻭﺍﻡ ﺍﻝﺴﻴﺊ
ﻼ ﺤﺎﻻﺕ ﺇﺼﺎﺒﺎﺕ
) ، (2ﻭﺘﻭﺠﺩ ﺤﺎﻻﺕ ﻤﺭﻀﻴﺔ ﻜﺜﻴﺭﺓ ﻭﻤﺘﻌﺩﺩﺓ ﻗﺩ ﺘﺅﺩﻯ ﺇﻝﻰ ﺘﺸﻭﻫﺎﺕ ﻓﻲ ﺍﻝﻘﻭﺍﻡ ﻭﻤﻥ ﺃﻫﻡ ﺍﻝﺘﺸﻭﻫﺎﺕ ﻤﺜ ﹰ
ﺍﻝﺠﻬﺎﺯﻴﻥ ﺍﻝﺩﻭﺭﻯ ﻭﺍﻝﺘﻨﻔﺴﻲ – ﻀﻤﻭﺭ ﺍﻝﻌﻀﻼﺕ ﺍﻝﻨﺎﺘﺞ ﻋﻥ ﺘﻭﻗﻑ ﺍﻝﻌﻀﻠﺔ ﻋﻨﺩ ﺍﻹﺴﺘﺨﺩﺍﻡ – ﻤﺭﺽ ﺍﻝﻜﺴﺎﺡ ﺃﻭ ﻝﻴﻥ ﺍﻝﻌﻅﺎﻡ –
ﺇﻝﺘﻬﺎﺏ ﺍﻝﻤﻔﺎﺼل ﻭﺍﻝﻌﻅﺎﻡ ﻭﺍﻹﺼﺎﺒﺔ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻲ ،ﻭﺘﻌﺩ ﺍﻝﺤﺭﻜﺔ ﺇﺤﺩﻯ ﻤﻘﻭﻤﺎﺕ ﺍﻝﺤﻴﺎﺓ ﻝﻠﻁﻔل ﻭﻫﻭ ﻻﻴﺴﺘﻁﻴﻊ ﺍﻝﺤﻴﺎﺓ ﺒﺩﻭﻨﻬﺎ،
ﻜﻤﺎ ﺘﻌﺘﻤﺩ ﺘﺭﺒﻴﺔ ﺍﻝﻁﻔل ﻭﺘﻨﻤﻴﺔ ﻗﺩﺭﺍﺘﻪ ﺍﻝﺒﺩﻨﻴﺔ ﻭﺍﻝﻌﻘﻠﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ ﻋﻠﻰ ﺍﻝﺤﺭﻜﺔ ﻓﻤﻥ ﺨﻼﻝﻬﺎ ﻴﺘﻌﻠﻡ ﻭﻴﻨﻤﻭ ﻭﻴﺘﻁﻭﺭ ،ﻝﺫﻝﻙ ﻜﺎﻥ ﻤﻥ
ﺍﻝﻀﺭﻭﺭﻯ ﺍﻝﺘﺎﻜﺩ ﻋﻠﻰ ﺍﻫﻤﻴﺔ ﺍﻝﺩﻭﺭ ﺍﻝﺫﻯ ﺘﻘﻭﻡ ﺒﻪ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺤﺭﻜﻴﺔ ﻓﻰ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺨﺼﻭﺼﹰﺎ ﻤﻊ ﺍﻻﻁﻔﺎل ،ﻭﻝﻭ ﻻﺤﻅﻨﺎ
ﺍﻻﻁﻔﺎل ﺍﻝﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻤﺸﺎﻜل ﻓﻰ ﺍﻝﺠﻬﺎﺯ ﺍﻝﻌﺼﺒﻰ ﻤﺜل ﺍﻝﻤﺘﺨﻠﻔﻴﻥ ﻋﻘﻠﻴﺎ ﻝﻭﺠﺩﻨﺎ ﺍﻨﻬﻡ ﻴﺘﻤﺘﻌﻭﻥ ﺒﺎﻝﻘﺩﺭﺍﺕ ﺍﻝﺒﺩﻨﻴﺔ ﻤﺜل
ﺍﻻﺴﻭﻴﺎﺀ ﻭﻝﻜﻥ ﻗﺩﺭﺍﺘﻬﻡ ﺍﻝﺤﺱ-ﺤﺭﻜﻴﺔ ﺘﻌﺎﻨﻰ ﻤﻥ ﻀﻌﻑ ،ﻭﻨﻅﺭﺓ ﻭﺍﺤﺩﺓ ﺍﻝﻰ ﻁﺭﻴﻘﺔ ﻤﺸﻰ ﻭﺭﻜﺽ ﺍﻝﻤﺘﺨﻠﻔﻴﻥ ﻋﻘﻠﻴﺎ ) ( 3
ﺃﻭ ﹰﻻ -:ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ -:
ﻤﻥ ﺨﻼل ﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ ﺍﻝﺘﻰ ﻗﺎﻡ ﺒﻬﺎ ﺍﻝﺒﺎﺤﺜﺎﻥ ﻝﺩﺍﺭ ﺸﻴﺸﺭ ﻝﺘﺄﻫﻴل ﺍﻻﻁﻔﺎل ﺍﻝﻤﻌﺎﻗﻴﻥ ﺤﺭﻜﻴﹰﺎ ﺒﺎﻝﺨﺭﻁﻭﻡ ﺒﻐﺭﺽ ﺍﻝﺘﻌﺭﻑ
ﻋﻠﻰ ﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺏ ﺍﻝﻌﻼﺝ ﺍﻝﻁﺒﻴﻌﻰ ﻝﺘﺄﻫﻴل ﺍﻻﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻭﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺤﺭﻜﻴﹰﺎ .ﻻﺤﻅ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺍﻗﺘﺼﺎﺭ
ﺍﻝﺒﺭﺍﻤﺞ ﻋﻠﻰ ﺘﺩﺭﻴﺒﺎﺕ ﺍﻝﻘﻭﺓ ﻭﺍﻝﻤﺭﻭﻨﺔ ﻭﻋﺩﻡ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺘﻁﻭﻴﺭ ﺍﻻﺩﺍﺀ ﺍﻝﺤﺭﻜﻰ ) ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﻜﺒﻴﺭﺓ ﻭﺍﻝﺩﻗﻴﻘﺔ (
ﻭﺍﻝﺫﻯ ﻴﻌﺘﺒﺭ ﻤﻥ ﺍﻫﻡ ﻋﻨﺎﺼﺭ ﺍﻝﻠﻴﺎﻗﺔ ﺍﻝﺒﺩﻨﻴﺔ ﺍﻝﺨﺎﺼﺔ ﺍﻝﺘﻰ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﻭﺘﻁﻭﻴﺭ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﺒﺩﻨﻴﺔ ﺍﻷﺨﺭﻯ .ﻝﺫﺍ ﺭﺍﻯ
ﺍﻝﺒﺎﺤﺜﺎﻥ ﻀﺭﻭﺭﺓ ﺘﺼﻤﻴﻡ ﺒﺭﻨﺎﻤﺞ ﺘﺩﺭﻴﺒﻰ ﻝﺘﻁﻭﻴﺭ ﻭﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﺩﻗﻴﻘﺔ ﻝﻼﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ
ﺍﻝﻤﻌﺎﻗﻴﻥ ﺤﺭﻜﻴﹰﺎ ﺍﻝﺫﻴﻥ ﻴﺨﻀﻌﻭﻥ ﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻌﻼﺝ ﺍﻝﻁﺒﻴﻌﻰ ﺒﺩﺍﺭ ﺸﻴﺸﺭ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﺍﻝﺒﺭﻨﺎﻤﺞ ﻓﻰ ﺘﻨﻤﻴﺔ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﺤﺭﻜﻴﺔ
ﻝﻬﻭﻻﺀ ﺍﻻﻁﻔﺎل .
ﺜﺎﻨﻴﹰﺎ :ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ -:ﺘﻜﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻰ ﺍﻷﺘﻰ :
-ﺘﻔﻴﺩ ﻤﺅﺴﺴﻠﺕ ﻭﻤﺭﻜﺯ ﺍﻝﻤﻌﺎﻗﻴﻥ ﻓﻰ ﺘﺩﺭﻴﺏ ﺩﻭﻯ ﺍﻻﻋﺎﻗﺔ ﺍﻝﺤﺭﻜﻴﺔ .
-ﺘﻔﻴﺩ ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻤﻥ ﺍﻻﻁﻔﺎل ﻓﻰ ﺘﺤﺴﻴﻥ ﻗﺩﺭﺍﺘﻬﻡ ﺍﻝﺤﺭﻜﻴﺔ .
-ﻗﺩ ﺘﻔﻴﺩ ﺍﻝﺘﺩﺭﻴﺒﺎﺕ ﺍﻝﻤﻘﺘﺭﺤﺔ ﻝﻠﺒﺭﻨﺎﻤﺞ ﻓﻰ ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﺍﻝﻠﻴﺎﻗﺔ ﺍﻝﺒﺩﻨﻴﺔ ﺍﻝﻌﺎﻤﺔ ﻭﺍﻝﺨﺎﺼﺔ ﻝﻼﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ
-ﻗﺩ ﺘﺴﺎﻋﺩ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻰ ﻭﻀﻊ ﺒﺭﺍﻤﺞ ﻤﺘﻁﻭﺭﺓ ﻝﻤﺼﺎﺒﻰ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ .
ﺜﺎﻝﺜﹰﺎ -:ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ -:ﺘﻬﺩﻑ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻰ -:
-ﺍﻋﺩﺍﺩ ﺒﺭﻨﺎﻤﺞ ﺘﺩﺭﻴﺒﻰ ﻤﻘﺘﺭﺡ ﻝﺘﻁﻭﻴﺭ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﺩﻗﻴﻘﺔ ﻝﻼﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ .
-ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﺩﺭﻴﺒﻰ ﺍﻝﻤﻘﺘﺭﺡ ﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﺭﻜﻴﺔ ﻝﻼﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻓﻰ ﺃﺒﻌﺎﺩ
ﺍﻻﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﻴﻭﻤﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ -:ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻤﺸﻰ -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻤﻥ ﻭﻀﻊ ﺍﻝﺭﻗﻭﺩ– ﺍﻝﺘﻨﻘل -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ
ﻝﻠﺘﺴﻠﻕ ﻭﺍﻹﻨﺘﻘﺎل
-ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻴﺩ
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ﺭﺍﺒﻌﹰﺎ :ﻓﺭﻭﺽ ﺍﻝﺒﺤﺙ -:
-1ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻘﻴﺎﺴﻴﻥ ﺍﻝﻘﺒﻠﻰ ﻭﺍﻝﺒﻌﺩﻯ ﻓﻰ ﺇﺨﺘﺒﺎﺭﺕ ﺍﻷﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﻝﻤﺼﺎﺒﻰ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ
ﻝﺼﺎﻝﺢ ﺍﻝﻘﻴﺎﺴﺎﺕ ﺍﻝﺒﻌﺩﻴﺔ ﻓﻰ ﺍﻻﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﻴﻭﻤﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ -:ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻤﺸﻰ -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻤﻥ ﻭﻀﻊ ﺍﻝﺭﻗﻭﺩ –
ﺍﻝﺘﻨﻘل -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﺘﺴﻠﻕ ﻭﺍﻹﻨﺘﻘﺎل -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻴﺩ ؟
– 2ﺍﻹﻁﺎﺭ ﺍﻝﻨﻅﺭﻱ-:
مفھوم الشلل الدماغى -:
ﺍﻝﺸﻠل ﻋﺎﻤﺔ ﻫﻭ " ﺍﻝﺘﻭﻗﻑ ﺍﻝﻤﺴﺘﺩﻴﻡ ﺃﻭ ﺍﻝﻤﺅﻗﺕ ﻝﻭﻅﻴﻔﺔ ﺍﻝﻌﻀﻭ ،ﻭﻗﺩ ﻴﻜﻭﻥ ﺫﻝﻙ ﺍﻝﺘﻭﻗﻑ ﻝﻺﺤﺴﺎﺱ ﺃﻭ ﺍﻝﺤﺭﻜﺔ ﺍﻹﺭﺍﺩﻴﺔ ﻜﻤﺎ ﻗﺩ
ﻴﻜﻭﻥ ﺫﻝﻙ ﻜﻠﻴﹰﺎ ﺃﻭ ﺠﺯﺌﻴﹰﺎ " ) ، ( 4ﺃﻤﺎ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻓﻬﻭ " ﺃﺤﺩ ﻤﻅﺎﻫﺭ ﺍﻹﻋﺎﻗﺔ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﻨﺎﺠﻤﺔ ﻋﻥ ﺍﺼﺎﺒﺔ ﺍﻝﺩﻤﺎﻍ ﻓﻰ ﻭﻗﺕ
ﻤﺒﻜﺭ ﻤﻥ ﺤﻴﺎﺓ ﺍﻝﻁﻔل ﺨﺎﺼﺔ ﻓﻰ ﻓﺘﺭﺓ ﻋﺩﻡ ﺇﻜﺘﻤﺎل ﻨﻤﻭ ﺍﻝﻘﺸﺭﺓ ﺍﻝﺩﻤﺎﻏﻴﺔ ﺍﻝﻤﺴﺅﻭﻝﺔ ﻋﻥ ﺍﻝﺤﺭﻜﺔ ) ، ( 5ﻓﺎﻝﻤﻘﺼﻭﺩ ﺒﺎﻝﺸﻠل
ﺍﻝﺩﻤﺎﻏﻰ ﺍﻝﻌﺠﺯ ﻓﻰ ﺍﻝﻘﺩﺭﺓ ﺍﻝﻌﻀﻠﻴﺔ ﺍﻝﻌﺼﺒﻴﺔ ﻭﺍﻝﻨﺎﺘﺠﺔ ﻋﻥ ﺍﺼﺎﺒﺔ ﺍﻝﻤﺦ ﻴﺅﺩﻯ ﺍﻝﻰ ﺍﻝﻨﻘﺹ ﻓﻰ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﺤﻜﻡ ﻓﻰ
ﺍﻝﻌﻀﻼﺕ ﺍﻹﺭﺍﺩﻴﺔ ،ﻭﻤﻥ ﻤﻅﺎﻫﺭ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻋﺩﻡ ﺘﻨﺎﺴﻕ ﺸﻜل ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﺭﻜﻴﺔ ﻝﻠﻔﺭﺩ ﺍﻝﻤﺼﺎﺏ ﺃﻭ ﺍﻥ ﺘﻜﻭﻥ ﺤﺭﻜﺔ
ﺍﻝﻌﻀﻼﺕ ﺴﺭﻴﻌﺔ ﺠﺩﹰﺍ ﺒﻁﻴﺌﺔ ﺠﺩﹰﺍ ﺃﻭ ﺨﻠﻴﻁ ﻤﻥ ﺍﻷﺜﻨﻴﻥ ﻤﻌﹰﺎ ،ﻭﻗﺩ ﺘﺤﺩﺙ ﻋﻨﺩ ﺍﻻﺼﺎﺒﺔ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﺍﻀﻁﺭﺒﺎﺕ ﺤﺴﻴﺔ ,
ﻭﺍﻴﻀﹰﺎ ﺍﻀﻁﺭﺍﺒﺎﺕ ﻜﻼﻤﻴﺔ ﻭﻝﻐﻭﻴﺔ ﻤﺼﺎﺤﺒﺔ ﻝﻠﻤﺼﺎﺏ .
ﺍﺴﺒﺎﺏ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ -:
ﻗﺩ ﺘﻜﻭﻥ ﺃﺴﺒﺎﺏ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﺍﺜﻨﺎﺀ ﺍﻝﺤﻤل ,ﺍﺜﻨﺎﺀ ﺍﻝﻭﻻﺩﺓ ﺍﻭ ﺒﻌﺩ ﺍﻝﻭﻻﺩﺓ ﺍﻭ ﺍﺜﻨﺎﺀ ﺍﻝﺴﺒﻊ ﺴﻨﻭﺍﺕ ﺍﻻﻭﻝﻰ ﻤﻥ ﺤﻴﺎﺓ
ﺍﻝﻁﻔل ،ﻭﻗﺩ ﺘﻜﻭﻥ ﻻﺴﺒﺎﺏ ﺠﻴﻨﻴﺔ ) ﻭﺭﺍﺜﻴﺔ ( .
ﻻ :ﺍﺴﺒﺎﺏ ﻗﺒل ﺍﻝﻭﻻﺩﺓ " ﺍﺜﻨﺎﺀ ﺍﻝﺤﻤل " -:ﺍﺼﺎﺒﺔ ﺍﻻﻡ ﺒﺒﻌﺽ ﺍﻻﻤﺭﺍﺽ ﺍﻝﻤﻌﺩﻴﺔ ﻤﺜل ﺍﻝﺤﺼﺒﺔ ﺍﻻﻝﻤﺎﻨﻴﺔ ,ﻓﻴﺭﻭﺱ
ﺍﻭ ﹰ
ﺍﻝﺴﻴﺘﻭﻤﻴﺠﺎﻝﻭ ,ﻤﺭﺽ ﺍﻝﺯﻫﺭﻯ ،ﺘﻌﺭﺽ ﺍﻝﺤﺎﻤل ﻝﻸﺸﻌﺔ ﺍﻝﺴﻴﻨﻴﺔ ﻭﻏﻴﺭﻫﺎ ،ﻋﺩﻡ ﺘﻭﺍﻓﻕ ﺩﻡ ﺍﻻﻡ ﻭﺩﻡ ﺍﻝﺠﻨﻴﻥ ) ﺍﻝﻌﺎﻤل ﺍﻝﺭﻴﺼﻰ
( ،ﺒﻌﺽ ﺍﻻﻤﺭﺍﺽ ﺍﻝﺘﻰ ﺘﺼﻴﺏ ﺍﻻﻡ ﻤﺜل ﺍﺭﺘﻔﺎﻉ ﻀﻐﻁ ﺍﻝﺩﻡ ﻭﺍﻝﺴﻜﺭﻯ ،ﺍﻝﻭﻻﺩﺓ ﺍﻝﻤﺒﻜﺭﺓ ) ﺍﻝﺨﺩﺝ ( ،ﺘﻌﺎﻁﻰ ﺍﻻﻡ ﻝﺒﻌﺽ
ﺍﻝﻌﻘﺎﻗﻴﺭ ﺍﺜﻨﺎﺀ ﻓﺘﺭﺓ ﺍﻝﺤﻤل .
ﺜﺎﻨﻴﹰﺎ :ﺍﺴﺒﺎﺏ ﺍﺜﻨﺎﺀ ﺍﻝﻭﻻﺩﺓ -.ﻨﻘﺹ ﻜﻤﻴﺔ ﺍﻻﻜﺴﺠﻴﻥ ﺍﻝﺘﻰ ﺘﺼل ﺍﻝﻰ ﻤﺦ ﺍﻝﺠﻨﻴﻥ ،ﺍﻝﻭﻻﺩﺓ ﺍﻝﻤﺒﺘﺴﺭﺓ " ﻗﺒل ﻤﻭﻋﺩﻫﺎ "
ﺘﺅﺩﻯ ﺍﻝﻰ ﺍﻻﺼﺎﺒﺔ ﺒﻨﻘﺹ ﻜﻤﻴﺔ ﺍﻻﻜﺴﺠﻴﻥ ﺍﻝﺘﻰ ﺘﺼل ﺍﻝﻰ ﺍﻝﻤﺦ ،ﺍﻝﻭﻻﺩﺓ ﺍﻝﻌﺴﺭﺓ ﺍﻝﺘﻰ ﺘﺅﺩﻯ ﺍﻝﻰ ﺍﺼﺎﺒﺎﺕ ﺒﺭﺃﺱ
ﺍﻝﻁﻔل ﺍﺜﻨﺎﺀ ﺍﻝﻭﻻﺩﺓ ،ﻭﻻﺩﺓ ﺍﻁﻔﺎل ﻨﺎﻗﺼﻰ ﺍﻝﻭﺯﻥ ،ﻭﻻﺩﺓ ﺘﻭﺃﻡ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﺘﺅﺩﻯ ﺍﻝﻰ ﻨﻘﺹ ﻜﻤﻴﺔ ﺍﻻﻜﺴﺠﻴﻥ ﺍﻝﺘﻰ
ﺘﺼل ﺍﻝﻰ ﻤﺦ ﺍﻝﻁﻔل ،ﺍﻻﻭﻀﺎﻉ ﻏﻴﺭ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻝﻠﺠﻨﻴﻥ " ,ﻤﺜل ﻭﻻﺩﺓ ﻁﻔل ﺒﺎﻝﻤﻘﻌﺠﺩﺓ" ،ﺤﺩﻭﺙ ﻨﺯﻴﻑ ﺍﻝﻤﺦ .
ﺜﺎﻝﺜﹰﺎ :ﺍﺴﺒﺎﺏ ﺒﻌﺩ ﺍﻝﻭﻻﺩﺓ :ﺤﺩﻭﺙ ﺘﺸﻨﺠﺎﺕ ﻝﻠﻭﻝﻴﺩ ،ﻨﺯﻴﻑ ﺒﺎﻝﻤﺦ ،ﺍﺼﺎﺒﺔ ﺍﻝﺠﻬﺎﺯ ﺍﻝﻌﺼﺒﻰ ﺍﻝﻤﺭﻜﺯﻯ ﻝﻠﻁﻔل ﺤﺩﻴﺙ ﺍﻝﻭﻻﺩﺓ
ﺒﺄﺤﺩ ﺍﻝﻤﻴﻜﺭﻭﺒﺎﺕ ,ﻤﺜل ﺍﻻﻝﺘﻬﺎﺏ ﺍﻝﺴﺤﺎﺌﻰ ﺍﻝﺒﻜﺘﻴﺭﻯ ،ﺍﺭﺘﻔﺎﻉ ﻨﺴﺒﺔ ﺍﻝﺼﻔﺭﺍﺀ ﺒﺎﻝﺩﻡ ﻭﻋﺩﻡ ﺍﻝﺘﺩﺨل ﺍﻝﻤﻨﺎﺴﺏ ،ﺍﻨﺨﻔﺎﺽ ﻤﺴﺘﻭﻯ
ﺍﻝﺴﻜﺭ ﻭﺍﻝﻜﺎﻝﺴﻴﻭﻡ ﺒﺎﻝﺩﻡ ﻓﻰ ﺍﻝﻭﻝﻴﺩ ) ﻤﺜل ﺤﺎﻻﺕ ﻋﺎﻤل ﺍﻝﺭﻴﺯﻭﺱ ﺍﻝﺴﺎﻝﺏ ﻓﻰ ﺩﻡ ﺍﻻﻡ .
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ﺭﺍﺒﻌﹰﺎ :ﺍﺴﺒﺎﺏ ﺨﻼل ﺍﻝﺴﺒﻊ ﺴﻨﻭﺍﺕ ﺍﻻﻭﻝﻰ ﻤﻥ ﺤﻴﺎﺓ ﺍﻝﻁﻔل ,ﻗﺩ ﺘﻜﻭﻥ ﻨﺘﻴﺠﺔ ﻹﻝﺘﻬﺎﺏ ﺨﻼﻴﺎ ﺍﻝﻤﺦ ،ﻓﻰ ﺍﻝﺴﻨﻭﺍﺕ ﺍﻻﻭﻝﻰ ﻤﻥ
ﻋﻤﺭ ﺍﻝﻁﻔل ﻗﺩ ﻴﻭﻝﺩ ﺍﻝﻁﻔل ﺴﻠﻴﻡ ﻭﻴﺴﺘﻤﺭ ﻜﺫﻝﻙ ﻓﺘﺭﺓ ﻤﻥ ﺍﻝﺯﻤﻥ ﺒﻌﺩ ﺫﻝﻙ ﺘﻅﻬﺭﻋﻠﻴﻪ ﺍﻋﺭﺍﺽ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻭﺫﻝﻙ ﻝﻼﺴﺒﺎﺏ
ﺍﻝﺘﺎﻝﻴﺔ ) ﺘﺴﻤﻡ ﺒﺎﻝﺭﺼﺎﺹ ﺍﻭ ﺍﺼﺎﺒﺔ ﺍﻝﺩﻤﺎﻍ ﺒﺼﺩﻤﺔ ﺍﻭ ﻨﺎﺭ ﺍﻭ ﺤﺎﺩﺙ – ﺴﻭﺀ ﻤﻌﺎﻤﻠﺔ ﺍﻻﻁﻔﺎل ﻜﺎﻝﻀﺭﺏ ﻋﻠﻰ ﺍﻝﺭﺃﺱ –
ﺍﻤﺭﺍﺽ ﻤﻌﺩﻴﺔ ﻭﺨﻁﻴﺭﺓ ﻤﺜل ﺍﻝﺴﺤﺎﻴﺎ .
ﺨﺎﻤﺴﹰﺎ :ﺃﺴﺒﺎﺏ ﺠﻴﻨﻴﺔ ) ﻭﺭﺍﺜﻴﺔ ( ،ﻭﺠﻭﺩ ﺤﺎﻻﺕ ﻤﺸﺎﺒﻬﺔ ﻓﻰ ﺍﻝﻌﺎﺌﻠﺔ ﻴﺭﺠﺢ ﻭﺠﻭﺩ ﻋﺎﻤل ﻭﺭﺍﺜﻰ .
ﺍﻨﻭﺍﻉ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻭﺍﻋﺭﺍﻀﻪ -:
-ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﺍﻝﺘﺸﻨﺠﻰ -: (SPASTIC TYPE
ﻴﺸﻜل ./.65ﻤﻥ ﺍﺼﺎﺒﺎﺕ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻭﻫﻭ ﺍﺼﺎﺒﺔ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﻌﻠﻴﺎ ﻤﻥ ﺍﻝﺩﻤﺎﻍ ﺤﻴﺙ ﻴﻔﻘﺩ ﺍﻝﻌﻘل ﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻝﻌﻀﻼﺕ
ﻭﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ ,ﻤﻤﺎ ﻴﺅﺩﻯ ﺍﻝﻰ ﺘﻭﻗﻑ ﺍﻻﺸﺎﺭﺍﺕ ﺍﻝﻌﺼﺒﻴﺔ ﺒﺸﻜل ﻋﺸﻭﺍﺌﻰ ,ﻭﻫﻭ ﺒﺩﻭﺭﻩ ﻴﺅﺩﻯ ﺍﻝﻰ ﺘﺸﻨﺞ ﺍﻝﻌﻀﻠﺔ ﻋﻨﺩ ﺍﻝﻘﻴﺎﻡ
ﺒﺤﺭﻜﺔ ﻤﻌﻴﻨﺔ ﻭﻤﻥ ﺍﺒﺭﺯ ﻤﻅﺎﻫﺭﻩ -:ﻤﺸﻴﺔ ﺍﻝﻤﻘﺹ ﻭﺘﺘﻤﺜل ﻓﻰ ﺘﺩﺍﺨل ﺍﻝﺴﺎﻗﻴﻥ ﻋﻨﺩ ﺍﻝﺒﺩﺀ ﺒﺎﻝﻤﺸﻰ ﺒﺴﺒﺏ ﺘﻘﻠﺹ ﻋﻀﻼﺕ ﺍﻝﻔﺨﺫ
ﺍﻝﺩﺍﺨﻠﻴﺔ
ﺍﻝﻤﺸﻰ ﻋﻠﻰ ﻤﺸﻁ ﺍﻝﻘﺩﻡ ﻭﺭﻓﻊ ﺍﻝﻜﺎﺤل ﻋﻥ ﺍﻻﺭﺽ ،ﻭﺫﻝﻙ ﻝﺘﻘﻠﺹ ﻋﻀﻼﺕ ﺍﻝﺴﺎﻕ ﺍﻝﺨﻠﻔﻴﺔ - .ﺒﻁﺀ ﺘﻁﻭﺭ ﻨﻤﻭ ﺍﻝﻁﻔل -
ﻭﻴﻜﻭﻥ ﺘﻁﻭﺭ ﻨﻤﻭ ﺘﻁﻭﺭ ﺍﻝﻁﻔل ﺒﻁﻴﺌﹰﺎ ﻭﻜﺫﻝﻙ ﻤﺤﺎﻭﻻﺕ ﺍﻝﻤﺸﻰ ﻻ ﺘﺒﺩﺃ ﺍﻻ ﻓﻰ ﺴﻥ ﻤﺘﺄﺨﺭﺓ ،
ﺍﻝﻜﻼﻡ ﺃﻭ ﺍﻝﺤﺩﻴﺙ ﺍﻝﻤﺒﻬﻡ :ﻴﺘﺤﺩﺙ ﺍﻝﻁﻔل ﺒﺸﻜل ﻏﻴﺭ ﻤﻔﻬﻭﻡ ﻭﺫﻝﻙ ﺒﺴﺒﺏ ﺘﻘﻠﺹ ﻋﻀﻼﺕ ﺍﻻﺭﺘﻜﺎﺯ ﻓﻰ ﺍﻝﻔﻙ .
-ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﺍﻻﺭﺘﻌﺎﺸﻰ
ﻴﺘﻤﺜل ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﺒﺈﺼﺎﺒﺔ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﻤﺘﺤﻜﻤﺔ ﺒﺎﻝﺤﺭﻜﺎﺕ ﺍﻝﻼﺍﺭﺍﺩﻴﺔ ﻓﻰ ﻤﻨﻁﻘﺔ ﺍﻝﺩﻤﺎﻍ ﻭﻴﻼﺤﻅ ﺃﻥ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻼﺍﺭﺍﺩﻴﺔ ﻫﻰ
ﺴﻤﺔ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ,ﺤﻴﺙ ﺍﻻﻝﺘﻭﺍﺀﺍﺕ ﻓﻰ ﺍﻻﻴﺩﻯ ﻭﺍﻻﺫﺭﻉ ﺒﺎﻻﻀﺎﻓﺔ ﺍﻝﻰ ﺍﻻﻭﻀﺎﻉ ﺍﻝﻐﺭﻴﺒﺔ ﻭﻏﻴﺭ ﺍﻝﻤﺄﻝﻭﻓﺔ ﺍﻝﺘﻰ ﻴﻘﻭﻡ ﺒﻬﺎ
ﺍﻝﻤﺭﻀﻰ ﺍﺫﺍ ﻤﺎ ﺍﺜﻴﺭ
ﻭﻤﻥ ﻤﻅﺎﻫﺭ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﺃﻥ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﻼ ﺍﺭﺍﺩﻴﺔ ,ﻻ ﺘﻅﻬﺭ ﻤﺎ ﺩﺍﻡ ﺍﻝﻤﺭﻴﺽ ﻓﻰ ﺤﺎﻝﺔ ﺭﺍﺤﺔ ﺍﻭ ﺴﻜﻭﻥ ،ﻗﺩﺭﺓ ﺍﻝﻌﻀﻠﺔ ﻋﻠﻰ
ﺍﻻﻨﺒﺴﺎﻁ ﻭﺍﻻﻨﻘﺒﺎﺽ ,ﻭﻝﻜﻥ ﺒﺒﻁﺀ ﻭﻋﺩﻡ ﺘﺭﻜﻴﺯ ﻭﺍﻀﺤﻴﻥ ﺭﻏﻡ ﻤﺤﺎﻭﻻﺘﻪ ﺍﻝﺠﺎﺩﺓ ﻓﻰ ﺍﻝﺘﺭﻜﻴﺯ ،ﺘﻜﻭﻥ ﺍﻝﺤﺭﻜﺔ ﺍﻭ ﺍﻝﻤﺸﻴﺔ ﺩﺍﺌﻤﹰﺎ
ﻤﺘﻌﺜﺭﺓ ﻭﻏﻴﺭ ﻤﺘﺯﻨﺔ ،ﺍﻝﻭﻀﻊ ﺍﻝﻌﺎﻡ ﻝﻠﺠﺴﻡ ﻫﻭ ﺍﺭﺘﺩﺍﺩ ﺍﻝﺫﺭﺍﻋﻴﻥ ﺍﻝﻰ ﺍﻝﺨﻠﻑ ﻤﻊ ﺍﻝﺘﻭﺍﺀ ﺍﻝﻴﺩ ﻭﺍﻻﺭﺠل ﻓﻰ ﺤﺎﻝﺔ ﺘﺩﺍﺨل ,ﻭﺍﻝﺭﺃﺱ
ﻤﺭﺘﺩ ﺍﻝﻰ ﺍﻝﺨﻠﻑ ,ﻓﻰ ﺤﺎﻻﺕ ﻗﻠﻴﻠﺔ ﺘﺘﺄﺜﺭ ﻋﻀﻼﺕ ﺍﻻﺭﺘﻜﺎﺯ ﻓﻰ ﺍﻝﻔﻙ .ﻭﻜﺫﻝﻙ ﻋﻀﻼﺕ ﺍﻝﻔﺘﺢ ,ﻓﺘﻅﻬﺭ ﻤﺸﺎﻜل ﺍﻝﻜﻼﻡ
ﻭﺍﻝﺘﻠﻌﺜﻡ .
-ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﺍﻻﺭﺘﺨﺎﺌﻰ ﺍﻝﺘﻭﺍﺯﻨﻰ -:ﻻ ﻴﻌﺘﺒﺭ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻻﻨﻭﺍﻉ ﺍﻝﺸﺎﺌﻌﺔ ,ﺒﺎﻻﻀﺎﻓﺔ ﺍﻝﻰ ﺍﻤﻜﺎﻨﻴﺔ ﺍﻝﺘﺤﺴﻥ ﺒﺼﻭﺭﺓ
ﺴﺭﻴﻌﺔ ﻝﻬﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺍﺫﺍ ﻤﺎ ﺤﺩﺜﺕ ﺍﺼﺎﺒﺔ ﻭﻜﺎﻨﺕ ﺒﺴﻴﻁﺔ ,ﻭﻤﻥ ﺴﻤﺎﺕ ﻫﺫﺍ ﺍﻝﻨﻭﻉ -:ﻋﺩﻡ ﺍﻝﻤﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻭﺍﺯﻥ ﻷﻥ ﺍﻹﺼﺎﺒﺔ
ﻓﻰ ﺍﻝﻤﺨﻴﺦ
،ﺘﻜﻭﻥ ﺍﻝﻌﻀﻼﺕ ﻓﻰ ﺤﺎﻝﺔ ﺍﺭﺘﺨﺎﺀ ،ﻅﻬﻭﺭ ﺘﺄﺘﺄﺓ ﻓﻰ ﺍﻝﻜﻼﻡ ﻓﻰ ﺒﻌﺽ ﺍﻝﺤﺎﻻﺕ .
-ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﺍﻝﺘﻴﺒﺴﻰ -:
4
ﻴﻌﺘﺒﺭ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﺒﺎﻝﻎ ﺍﻝﺠﺩﺓ ﻭﻴﺘﻤﻴﺯ ﺒﺎﻝﺘﻭﺘﺭ ﺍﻝﻤﺴﺘﻤﺭ ﻭﺼﻌﻭﺒﺔ ﺍﻝﺤﺭﻜﺔ ,ﻴﺼﺎﺤﺒﻪ ﺼﻐﺭ ﻓﻰ ﺤﺠﻡ ﺍﻝﺩﻤﺎﻍ ﻭﺘﺨﻠﻑ ﻋﻘﻠﻰ ﺸﺩﻴﺩ
-ﺸﻠل ﺩﻤﺎﻏﻰ ﻤﺨﺘﻠﻁ -:
ﻭﺘﻜﻭﻥ ﺍﻹﺼﺎﺒﺔ ﻤﺨﺘﻠﻔﺔ ﻤﺎ ﺒﻴﻥ ﺍﻝﺸﻠل ﺍﻝﺘﺸﻨﺠﻰ ﻭﺍﺸﻜﺎل ﺍﺨﺭﻯ ﻤﻥ ﺍﻝﺸﻠل ﺍﻝﺭﺒﺎﻋﻰ .
ﺘﺼﻨﻴﻑ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﺤﺴﺏ ﺍﻝﺠﺯﺀ ﺍﻝﻤﺼﺎﺏ ﻓﻰ ﺍﻝﺠﺴﻡ -:
-ﺸﻠل ﻁﺭﻑ ﻭﺍﺤﺩ :ﺤﻴﺙ ﺘﻜﻭﻥ ﻓﻴﻪ ﺍﻻﺼﺎﺒﺔ ﻓﻰ ﺍﻝﺴﺎﻕ ﺍﻭ ﺍﻝﺫﺭﺍﻉ ،ﺸﻠل ﺜﻨﺎﺌﻰ ﻁﺭﻓﻴﻥ ﻭﺍﻝﻤﺸﻰ ﻓﻰ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺍﺫﺍ ﺤﺼل
ﻓﺄﻨﻪ ﻴﻜﻭﻥ ﻋﻠﻰ ﺭﺅﻭﺱ ﺍﻻﺼﺎﺒﻊ ،ﻭﻓﻰ ﺍﻝﺤﺎﻻﺕ ﺍﻝﺼﻌﺒﺔ ﺘﻜﻭﻥ ﺍﻝﺴﺎﻗﻴﻥ ﻓﻰ ﺸﻜل ﺍﻝﻤﻘﺹ .
-ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﺍﻝﻨﺼﻔﻰ :ﺘﺘﺸﻨﺞ ﻓﻴﻪ ﺍﻝﺫﺭﺍﻉ ﻭﺍﻝﺴﺎﻕ ﻤﻥ ﻨﻔﺱ ﺍﻝﺠﻬﺔ .ﻭﺍﻝﺠﻬﺔ ﺍﻝﻴﻤﻨﻰ ﺘﺼﺎﺏ ﺍﻜﺜﺭ ﻤﻥ ﺍﻝﺠﻬﺔ ﺍﻝﻴﺴﺭﻯ
ﻭﻴﻜﻭﻥ ﻫﻨﺎﻙ ﻨﻘﺹ ﻓﻰ ﺍﺴﺘﻌﻤﺎل ﺍﻝﺠﻬﺔ ﺍﻝﻤﺼﺎﺒﺔ ﺨﺎﺼﺔ ﻻﺼﺎﺒﻊ ﺍﻝﻴﺩ ﺍﻤﺎ ﺍﻝﻤﺸﻰ ﻓﻴﻜﻭﻥ ﺩﺍﺌﺭﻴﹰﺎ ﻜﻤﺎ ﻴﻭﺠﺩ ﻨﻘﺹ ﻓﻰ ﺍﻻﺤﺴﺎﺱ
ﺒﺎﻝﻴﺩ ﺍﻝﻤﺼﺎﺒﺔ ﻭﺜﻠﺙ ﻫﺅﻻﺀ ﺍﻻﻁﻔﺎل ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺍﻝﺼﺭﻉ ﻭﺭﺒﻌﻬﻡ ﻤﺼﺎﺒﻭﻥ ﺒﺎﻝﺘﺨﻠﻑ ﺍﻝﻌﻘﻠﻰ .
ﺍﻝﺸﻠل ﺍﻝﺭﺒﺎﻋﻰ -:ﻫﻭ ﺍﻝﺸﻠل ﺍﻝﺫﻯ ﻴﺅﺩﻯ ﺍﻝﻰ ﻋﺩﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺤﺭﻜﺔ ﺍﻝﻤﺴﺘﻘﻠﺔ ﺍﻭ ﺍﻝﻭﻗﻭﻑ ﺍﻭ ﺍﻝﻤﺸﻰ ﻭﺍﻝﺠﻠﻭﺱ ﻭﻴﺭﺍﻓﻕ ﻫﺫﺍ
ﺍﻝﺸﻜل ﺍﻋﺎﻗﺎﺕ ﺫﻫﻨﻴﺔ ﻭﻨﻁﻘﻴﺔ ﻭﺘﺸﻨﺞ ﻓﻰ ﺍﻝﻭﺭﻜﻴﻥ ﻭﺍﻝﻜﺎﺤﻠﻴﻥ ﻴﺠﻌل ﺍﻝﺴﺎﻕ ﻓﻰ ﻭﻀﻊ ﺍﻝﻤﻘﺹ ﻜﺫﻝﻙ ﺘﺸﻨﺞ ﻓﻰ ﺍﻝﻤﺭﻓﻘﻴﻥ
ﻭﺍﻝﺯﻨﺩﻴﻥ ﻭﻴﺠﻌل ﺍﻝﺫﺭﺍﻋﻴﻥ ﻓﻰ ﻭﻀﻊ ﻨﺼﻑ ﻤﺜﻨﻰ ﻤﻊ ﻗﻠﺔ ﺤﺭﻜﺔ ﺍﻻﻁﺭﺍﻑ ﻭﺍﻝﻤﻔﺎﺼل ﻭﻤﺸﻜﻼﺕ ﻓﻰ ﺍﻝﻠﻔﻅ ﻭﺍﻝﺒﻠﻊ ﻭﺤﺭﻜﺎﺕ
ﻤﺴﺘﻤﺭﺓ ﻏﻴﺭ ﺍﺭﺍﺩﻴﺔ ﺨﺎﺼﺔ ﻓﻰ ﺍﻝﻜﺎﺤﻠﻴﻥ ) .( 4
-ﺍﻝﻤﺅﺸﺭﺍﺕ ﺍﻝﺘﻰ ﺘﺩل ﻋﻠﻰ ﺍﻻﺼﺎﺒﺔ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ -:ﺍﺯﺭﻗﺎﻕ ﻝﻭﻥ ﺍﻝﻁﻔل ،ﺼﻌﻭﺒﺔ ﺍﻝﻤﺹ ﻭﺍﻝﺒﻠﻊ ﻭﺍﻝﻤﻀﻎ ،ﻋﺩﻡ ﺍﻝﻘﺩﺭﺓ
ﻋﻠﻰ ﺍﺩﺍﺭﺓ ﺍﻝﺭﺍﺱ ﺒﺄﺘﺠﺎﻩ ﺍﻝﺤﻠﻤﺔ ﻋﻨﺩ ﻝﻤﺱ ﺨﺩﻩ ،ﻴﺘﺄﺨﺭ ﺒﻔﺘﺢ ﻓﻤﻪ ﻝﻴﺘﻠﻘﻑ ﺍﻝﺤﻠﻤﺔ ﻋﻨﺩ ﻤﻘﺎﺭﺒﺘﻬﺎ ﻝﻔﻤﻪ ،ﻴﻅﻬﺭ ﺤﺴﺎﺴﻴﺔ ﻝﻠﺘﻼﻤﺱ
ﺍﻝﺠﺴﺩﻯ ﺍﻤﺎ ﺒﺎﻝﺒﻜﺎﺀ ﺍﻭ ﺍﻝﻬﺩﻭﺀ ﺍﻭ ﺘﺤﺭﻴﻙ ﺍﻝﺠﺴﻡ ،ﻴﻅﻬﺭ ﺘﻘﻠﺹ ﻓﻰ ﺍﻝﺫﺭﺍﻋﻴﻥ ﺍﻭ ﺍﻝﺴﺎﻗﻴﻥ ﺒﺸﻜل ﻏﻴﺭ ﻁﺒﻴﻌﻰ ،ﺒﻁﺀ ﺍﻝﺤﺭﻜﺔ
ﻭﻋﺩﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﺤﺭﻙ ﺒﻤﻔﺭﺩﻩ ،ﻀﻌﻑ ﻭﻋﻡ ﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻰ ﻋﻀﻼﺕ ﺍﻝﺭﻗﺒﺔ ،ﻴﺒﻜﻰ ﺒﻁﺭﻴﻘﺔ ﻤﺨﺘﻠﻔﺔ ﻁﺒﻘﹰﺎ ﻝﻨﻭﻉ ﺍﻻﺯﻋﺎﺝ ،
ﻴﺒﻜﻰ ﻋﻨﺩ ﺘﻐﻴﺭ ﻭﻀﻌﻪ ،ﺘﺭﻙ ﺍﺒﻬﺎﻤﻪ ﻤﻨﻘﺒﻀﺔ ﺩﺍﺨل ﻗﺒﻀﺔ ﺍﻝﻴﺩ ،ﻻ ﻴﺴﺘﻁﻴﻊ ﺍﻥ ﻴﺜﺒﺕ ﺭﺃﺴﻪ ﻭﺴﻁ ﺠﺴﻤﻪ ،ﻴﻌﺎﻨﻰ ﻤﻥ ﻤﺘﺎﺒﻌﺔ
ﺍﻝﺠﺴﻡ ﺍﻝﺫﻯ ﻴﺘﺤﺭﻙ ﺍﻤﺎﻤﻪ ،ﺘﺄﺨﺭ ﻓﻰ ﺍﺴﺘﻌﻤﺎل ﺍﻝﻴﺩﻴﻥ ،ﺘﺄﺨﺭ ﻓﻰ ﺍﻝﺠﻠﻭﺱ ،ﺍﺭﺘﺨﺎﺀ ﻓﻰ ﺍﻝﻌﻀﻼﺕ ،ﻴﺴﺘﺠﻴﺏ ﻝﺘﻌﺎﺒﻴﺭ ﺍﻝﻭﺠﻪ
ﻭﺼﺩﺭﻩ ﻤﻨﺘﺼﺒﻴﻥ ﺍﺜﻨﺎﺀ ﺍﺴﺘﻠﻘﺎﺌﻪ ،ﻻ ﻴﺴﺘﻁﻴﻊ ﺍﻻﺴﺘﻠﻘﺎﺀ ﻋﻠﻰ ﺒﻁﻨﻪ ﻤﺴﺘﻨﺩﹰﺍ ﻋﻠﻰ ﺒﻁﺭﻴﻘﺔ ﻤﻠﻔﺘﻪ ﻝﻼﻨﺘﺒﺎﻩ ،ﻻ ﻴﺤﺎﻓﻅ ﻋﻠﻰ ﺭﺍﺴﻪ
ﺴﺎﻋﺩﻴﻪ ،ﻴﺩﻓﻊ ﺒﺭﺃﺴﻪ ﻝﻠﺨﻠﻑ ﻋﻨﺩﻤﺎ ﻴﺤﻤل ،ﻻ ﻴﺤﺭﻙ ﺍﻻﺸﻴﺎﺀ ﻤﻥ ﻴﺩ ﺍﻝﻰ ﺍﺨﺭﻯ ،ﻴﺤﻨﻰ ﻅﻬﺭﻩ ﻋﻨﺩ ﺍﺠﻼﺴﻪ ،ﻴﻘﻭﻡ ﺒﺤﺭﻜﺎﺕ
ﻓﻰ ﺍﻝﻠﺴﺎﻥ ﺩﺍﺨل ﻓﻤﻪ ﺍﻭ ﺨﺎﺭﺠﻪ ،ﺤﺎﺩ ﺍﻝﻤﺯﺍﺝ ﻭﻜﺜﻴﺭ ﺍﻝﺼﺭﺍﺥ ،ﻴﻤﺩ ﺭﺠﻠﻴﻪ ﻋﻨﺩﻤﺎ ﻴﺘﻡ ﺜﻨﻴﻬﺎ ،ﻋﺩﻡ ﺍﻻﺴﺘﻘﺭﺍﺭ ﻓﻰ ﺍﻝﻨﻭﻡ ،
ﻴﺘﺄﺨﺭ ﻓﻰ ﺍﻝﻭﻗﻭﻑ ،ﻀﻌﻑ ﻓﻰ ﺍﻝﺘﺭﻜﻴﺯ ﺍﻝﺒﺼﺭﻯ ﻭﺍﻝﻤﺜﻴﺭﺍﺕ ،ﺍﺭﺘﺨﺎﺀ ﺍﻝﻌﻀﻼﺕ ،ﺤﺭﻜﺎﺕ ﺘﻠﻘﺎﺌﻴﺔ ،ﺘﻴﺒﺱ ﻓﻰ ﺍﻝﺠﺴﻡ ﻋﻨﺩ
ﺤﻤﻠﻪ ،ﺒﻁﺀ ﺒﺎﻝﺘﻁﻭﺭ ،ﺘﻘﻴﻭﺀ ﻋﻨﺩ ﺍﻝﺒﻠﻊ ،ﺍﻝﺘﺄﺨﺭ ﻭﺍﻝﺒﻁﺀ ﻓﻰ ﺍﻝﻜﻼﻡ ،ﺍﻥ ﺍﻝﺘﺩﺨل ﺍﻝﻤﺒﻜﺭ ﻓﻰ ﺍﻝﺒﺭﺍﻤﺢ ﺍﻝﻌﻼﺠﻴﺔ ﻭﺍﻝﺘﺄﻫﻴﻠﻴﺔ ﺘﻌﻤل
ﻋﻠﻰ ﺍﻝﺘﺨﻔﻴﻑ ﻤﻥ ﺘﺄﺜﺒﺭﺍﺕ ﺍﻻﻋﺎﻗﺔ ,ﺍﻥ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﺤﺎﻝﺔ ﻏﻴﺭ ﻗﺎﺒﻠﺔ ﻝﻠﺸﻔﺎﺀ ﻭﻝﻜﻥ ﺍﺫﺍ ﻗﺩﻡ ﻝﻠﻤﺼﺎﺏ ﺒﺭﺍﻤﺞ ﻋﻼﺠﻴﺔ ﻤﺒﻜﺭﺓ
ﻓﺄﻥ ﺤﺎﻝﺘﻪ ﺴﺘﺘﺤﺴﻥ .
االجراءات الوقائية بالنسبة لالم اثناء فترة الحمل والوالدة -:ﺍﻝﻌﻨﺎﻴﺔ ﺒﺎﻻﻡ ﺍﻝﺤﺎﻤل ﺍﺜﻨﺎﺀ ﺍﻝﺤﻤل ﻭﻗﺒﻠﻪ ،ﺍﺠﺭﺍﺀ ﺍﻝﻔﺤﺹ ﻗﺒل ﺍﻝﺯﻭﺍﺝ
ﻝﻠﺘﺄﻜﺩ ﻤﻥ ﺘﻭﺍﻓﻕ ﺍﻝﺩﻡ ،ﻤﺘﺎﺒﻌﺔ ﺍﻝﻔﺤﻭﺼﺎﺕ ﺍﻝﻁﺒﻴﺔ ﺍﺜﻨﺎﺀ ﺍﻝﺤﻤل ،ﻓﺤﺹ ﻀﻐﻁ ﺍﻝﺩﻡ ﻭﺍﻝﺴﻜﺭ ﺒﺸﻜل ﺩﻭﺭﻯ ،ﺍﺘﺒﺎﻉ ﻨﻅﺎﻡ ﻏﺫﺍﺌﻰ ،
5
ﻋﺩﻡ ﺘﻨﺎﻭل ﺍﻝﻌﻘﺎﻗﻴﺭ ﺍﻝﻁﺒﻴﺔ ﻭﻻ ﺴﻴﻤﺎ ﺍﻝﺸﻌﺒﻴﺔ ﻭﺒﺩﻭﻥ ﺍﺴﺘﺸﺎﺭﺓ ﺍﻝﻁﺒﻴﺏ ،ﺍﻻﺒﺘﻌﺎﺩ ﻋﻥ ﺍﻻﺠﻭﺍﺀ ﺍﻝﻤﻠﻭﺜﺔ ﻭﻤﺭﺍﻜﺯ ﺍﻻﺸﻌﺔ ،
ﻀﺭﻭﺭﺓ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻭﻻﺩﺓ ﻓﻰ ﺍﻝﻤﺴﺘﺸﻔﻰ ﺍﻝﻤﺘﺨﺼﺹ ،ﺍﻝﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺍﻫﻤﻴﺔ ﺍﻝﺭﻀﺎﻋﺔ ﻤﻥ ﺍﻝﺼﺩﺭ .
بالنسبة للطفل -:ﺍﺠﺭﺍﺀ ﺍﻝﻔﺤﻭﺼﺎﺕ ﺍﻝﺩﻭﺭﻴﺔ ﻭﻤﺭﺍﻗﺒﺔ ﺍﻝﻨﻤﻭ ﻭﺍﻝﺘﻁﻭﺭ ﻝﻠﻁﻔل ﻻﺴﻴﻤﺎ ﺍﻝﺘﻁﻭﺭ ﺍﻝﺤﺭﻜﻰ ،ﺍﻋﻁﺎﺀ
ﺍﻝﻠﻘﺤﺎﺕ ﺍﻝﻼﺯﻤﺔ ،ﺍﻻﻨﺘﺒﺎﻩ ﺍﻝﻰ ﺍﺭﺘﻔﺎﻉ ﺩﺭﺠﺔ ﺤﺭﺍﺭﺓ ﺍﻝﻁﻔل ﻭﻤﺭﺍﺠﻌﺔ ﺍﻝﻁﺒﻴﺏ ،ﺍﻝﺤﺫﺭ ﻤﻥ ﺍﻻﺴﻬﺎل ﻭﺨﺎﺼﺔ ﺍﻝﻤﺘﺭﺍﻓﻕ
ﻤﻊ ﺘﻘﻴﻭﺀ ،ﺍﻻﻨﺘﺒﺎﻩ ﺍﻝﻰ ﺍﻨﺘﻔﺎﺨﺎﺕ ﺒﺎﻝﺭﺃﺱ ،ﺍﻻﻨﺘﺒﺎﻩ ﻤﻥ ﺍﻝﺘﻌﺭﺽ ﺍﻝﻰ ﺍﻻﺨﺘﻨﺎﻕ ﺍﻭ ﺍﻝﺴﻘﻭﻁ .
اإلعاقة الحركية -:
-:ﺍﻝﻤﻌﻭﻕ ﺤﺭﻜﻴﹰﺎ " ﻫﻭ ﺍﻝﺸﺨﺹ ﺍﻝﺫﻯ ﻝﺩﻴﻪ ﻋﺎﺌﻕ ﺠﺴﺩﻯ ﻴﻤﻨﻌﻪ ﻤﻥ ﺍﻝﻘﻴﺎﻡ ﺒﻭﻅﺎﺌﻔﻪ ﺍﻝﺤﺭﻜﻴﺔ ،ﺴﻭﺍﺀ ﻜﺎﻥ ﻫﺫﺍ ﺍﻝﻌﺎﺌﻕ ﻨﺎﺘﺠﹰﺎ ﻋﻥ
ﺍﺴﺒﺎﺏ ﻭﺭﺍﺜﻴﺔ ﺍﻡ ﻤﻜﺘﺴﺒﺔ ﺍﺩﺕ ﺍﻝﻰ ﻀﻤﻭﺭ ﺍﻭ ﻓﻘﺩﺍﻥ ﻓﻰ ﺍﻝﻘﺩﺭﺓ ﺍﻝﺤﺭﻜﻴﺔ ،ﺍﻭ ﺒﺘﺭ ﻓﻰ ﺍﻻﻁﺭﺍﻑ ﺍﻝﺴﻔﻠﻰ ﺍﻭ ﺍﻝﻌﻠﻴﺎ ") ( 5
ﻭﺍﻻﻋﺎﻗﺔ ﺍﻝﺤﺭﻜﻴﺔ ﺒﻬﺫﺍ ﺍﻝﻤﻌﻨﻰ ﺘﻌﺭﻗل ﻨﻤﻭ ﺍﻝﺠﺴﻡ ﺒﺎﻝﺸﻜل ﺍﻝﻁﺒﻴﻌﻰ ﺴﻭﺍﺀﺍ ﺍﺩﺕ ﻫﺫﻩ ﺍﻹﻋﺎﻗﺔ ﺍﻝﻰ ﺘﺸﻭﻫﺎﺕ ﻓﻰ ﺍﻝﻬﻴﻜل ﺍﻝﻌﻅﻤﻰ
ﺍﻭ ﺸﻠل ﻓﻰ ﺍﻻﻋﺼﺎﺏ ﻭﺍﻝﻌﻀﻼﺕ ﻝﺩﺭﺠﺔ ﻻﺘﻤﻜﻥ ﺍﻻﻓﺭﺍﺩ ﺍﻝﻤﺼﺎﺒﻴﻥ ﻤﻥ ﺍﺩﺍﺀ ﻤﻬﺎﻤﻬﻡ ﺒﺸﻜل ﻁﺒﻴﻌﻰ ،ﻜﻤﺎ ﺘﺅﺜﺭ ﻋﻠﻰ ﻨﻤﻭﻫﻡ
ﺍﻝﻌﻘﻠﻰ ،ﻭﺍﻻﻨﻔﻌﺎﻝﻰ ،ﻭﺍﻻﺠﺘﻤﺎﻋﻰ ،ﻝﺩﺭﺠﺔ ﺘﺤﺘﺎﺝ ﺍﻝﻰ ﺘﺭﺒﻴﺔ ﻭﻁﺭﻴﻘﺔ ﻋﻼﺝ ﺨﺎﺼﺔ .ﻭﻗﺩ ﺼﻨﻔﺕ ﺍﻹﻋﺎﻗﺔ ﺍﻝﺤﺭﻜﻴﺔ ﻋﺩﺓ
ﺘﺼﻨﻴﻔﺎﺕ ﻓﻤﻨﻬﺎ ﻤﺎﻫﻭ ﺨﻠﻘﻰ ﻜﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻭﻤﺎﻫﻭ ﻤﻜﺘﺴﺏ ﻨﺘﻴﺠﺔ ﺃﻤﺭﺍﺽ ﺃﻭ ﺇﺼﺎﺒﺔ ،ﻭﻤﻥ ﺃﺒﺭﺯ ﻫﺫﻩ ﺍﻝﺘﺼﻴﻨﻴﻔﺎﺕ ﻤﺎﻴﻠﻰ :
ﺍﻝﻤﺼﺎﺒﻭﻥ ﺒﺈﻀﻁﺭﺍﺒﺎﺕ ﺘﻜﻭﻴﻨﻴﺔ ﻭﺘﻌﻨﻰ ﺘﻭﻗﻑ ﻨﻤﻭ ﺍﻷﻁﺭﺍﻑ ﻨﺘﻴﺠﺔ ﺨﻠل ﻓﻰ ﻭﻅﺎﺌﻔﻬﺎ ،ﺍﻝﻤﺼﺎﺒﻭﻥ ﺒﺸﻠل ﺍﻷﻁﻔﺎل ﻭﻫﻡ
ﺍﻝﻤﺼﺎﺒﻭﻥ ﻓﻰ ﺠﻬﺎﺯﻫﻡ ﺍﻝﻌﺼﺒﻰ ،ﺍﻝﻤﺼﺎﺒﻭﻥ ﺒﺎﻝﺸﻠل ﺍﻝﻤﺨﻰ ﻭﻫﻭ ﺇﻀﻁﺭﺍﺏ ﻋﺼﺒﻰ ﻴﺤﺩﺙ ﺒﺴﺒﺏ ﺍﻝﺨﻠل ﺍﻝﺫﻯ ﻴﺼﻴﺏ ﺒﻌﺽ
ﻤﻨﺎﻁﻕ ﺍﻝﻤﺦ ﻭﻴﻜﻭﻥ ﻤﺼﺤﻭﺒ ﹰﺎ ﺒﺎﻝﺘﺨﻠﻑ ﺍﻝﺫﻫﻨﻰ ،ﺍﻝﻤﻌﺎﻗﻭﻥ ﺤﺭﻜﻴﺎ ﺒﺴﺒﺏ ﻭﺍﻝﺤﺭﻭﺏ ﻭﺍﻝﻜﻭﺍﺭﺙ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻭﺇﺼﺎﺒﺎﺕ ﺍﻝﻌﻤل .
-ﺩﻭﺭ ﺍﻝﺭﻴﺎﻀﺔ ﻓﻰ ﻋﻼﺝ ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل -:ان االھتمام ﺒﺎﻝﻤﻌﻭﻗﻴﻥ ﻋﻤﻭﻤﺎ ﻭﺍﻝﻤﻌﻭﻗﻴﻥ ﺤﺭﻜﻴﹰﺎ ﺨﺎﺼﺔ ﻭﺍﺠﺏ ﻭﻁﻨﻰ ﻭﺩﻴﻨﻰ
ﺘﺤﺘﻤﻪ ﺍﻝﺸﺭﺍﺌﻊ ﺍﻝﺴﻤﺎﻭﻴﺔ ﻭﻤﻨﻅﻤﺎﺕ ﺤﻘﻭﻕ ﺍﻹﻨﺴﺎﻥ ،ﻝﺫﻝﻙ ﻻﺒﺩ ﻤﻥ ﺇﻋﺩﺍﺩ ﺒﺭﺍﻤﺞ ﺘﺭﺒﻭﻴﺔ ﻭﺭﻴﺎﻀﻴﺔ ﺤﺴﺏ ﺍﻹﻋﺎﻗﺔ ﺍﻝﺤﺭﻜﻴﺔ
ﻭﺩﺭﺠﺘﻬﺎ ﺘﻌﺘﺒﺭ ﺍﻝﻤﻤﺎﺭﺴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻁﺒﻴﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﺠﺯﺀﹰﺍ ﻫﺎﻤﹰﺎ ﻓﻰ ﺘﺄﻫﻴل ﻭﻋﻼﺝ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺒﺎﻝﺸﻠل ﻭﻓﻰ ﺘﻨﻤﻴﺔ
ﻗﺩﺭﺍﺘﻬﻡ ﻭﻤﻭﺍﻫﺒﻬﻡ ﺍﻝﺒﺎﻗﻴﺔ ﻝﻤﺎ ﺒﻌﺩ ﺍﻝﻤﺭﺽ ﺃﻭ ﺍﻹﺼﺎﺒﺔ ﻝﻴﺴﺘﻁﻴﻌﻭﺍ ﺍﻝﻌﻤل ﺒﻔﺎﻋﻠﻴﺔ ﻓﻰ ﺍﻝﻤﺠﺘﻤﻊ ،ﻭﺍﻝﻘﻭﺍﻋﺩ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻔﻠﺴﻔﺔ
ﺘﺩﺭﻴﺒﺎﺘﻬﻡ ﻜﻤﺭﻀﻰ ﺒﺎﻝﺸﻠل ﺃﻭ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺍﻻﺨﺭﻴﻥ ﻤﺜل ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺒﺘﺭ ﺍﻷﻁﺭﺍﻑ ﻭﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻫﻭ ﺘﺤﻘﻴﻕ ﺃﻜﺒﺭ
ﻗﺩﺭ ﻤﻥ ﺍﻝﻠﻴﺎﻗﺔ ﺍﻝﺒﺩﻨﻴﺔ ﻓﻴﻤﺎ ﺘﺒﻘﻰ ﻝﻬﻡ ﻤﻥ ﻗﺩﺭﺍﺕ ﻭﻴﻬﺩﻑ ﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﺘﺄﻫﻴﻠﻰ ﻝﻠﻤﻌﺎﻗﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﻰ ﺘﻨﻤﻴﺔ ﻗﺩﺭﺍﺕ ﻋﺼﺒﻴﺔ ﻋﻀﻠﻴﺔ
ﺠﺩﻴﺩﺓ ﻝﻬﻡ ،ﻤﻤﺎ ﻴﺘﻁﻠﺏ ﺃﻥ ﻴﺒﺩﺃ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﺩﺭﻴﺒﻰ ﺒﺄﺴﺭﻉ ﻭﻗﺕ ﻤﺎﺒﻌﺩ ﺍﻹﺼﺎﺒﺔ ﻭﻓﻰ ﺇﻁﺎﺭ ﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﺍﻝﻔﻨﻴﺔ ﻭﺍﻝﻌﻠﻤﻴﺔ ،ﻓﻔﻰ
ﺍﻝﻤﺭﺤﻠﺔ ﺍﻷﻭﻝﻰ ﻝﻺﺼﺎﺒﺔ ﺒﺎﻝﺸﻠل ﻴﺠﺏ ﺃﻥ ﻴﺘﻀﺎﻓﺭ ﺍﻝﻌﻼﺝ ﺍﻝﻁﺒﻰ ﻤﻊ ﻨﺸﺎﻁ ﺭﻴﺎﻀﻰ ﺘﺄﻫﻴﻠﻰ ﻁﺒﻘﹰﺎ ﻝﻘﺩﺭﺍﺕ ﺍﻝﻤﺭﻴﺽ ﻭﻴﺯﺩﺍﺩ ﺫﻝﻙ
ﺘﺩﺭﻴﺠﻴﹰﺎ ﺍﻝﺸﺊ ﺍﻝﺫﻯ ﻴﺤﺩﺙ ﺘﺎﺜﻴﺭﹰﺍ ﺇﻴﺠﺎﺒﻴﹰﺎ ﻤﻠﺤﻭﻅﹰﺎ ﻋﻠﻰ ﻭﻅﺎﺌﻑ ﺃﻋﻀﺎﺌﻬﻡ ﻁﺒﻘﹰﺎ ﻝﺭﺃﻯ ﻤﻌﻅﻡ ﻓﺴﻴﻭﻝﻭﺠﻴﺎ ﺍﻝﺭﻴﺎﻀﺔ ﻭﺍﻝﻁﺏ
ﺍﻝﺭﻴﺎﻀﻰ ) (2ﻭﻋﻨﺩ ﺍﻝﺘﺨﻁﻴﻁ ﻝﻠﺒﺭﻨﺎﻤﺞ ﺍﻝﻌﻼﺠﻰ ﻭﺍﻝﺘﺄﻫﻴﻠﻰ ﻝﻠﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻻﺒﺩ ﺃﻥ ﻴﻜﻭﻥ ﺫﻝﻙ ﻭﻓﻕ ﺩﺭﺠﺔ ﺍﻹﻋﺎﻗﺔ
ﻭﺴﻥ ﺍﻝﻤﺭﻴﺽ ،ﻭﺤﻤﺎﺱ ﺍﻝﻤﺼﺎﺏ ﺒﺤﻴﺙ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﺇﻤﻜﺎﻨﻴﺎﺘﻪ ﻝﻴﺘﺤﻘﻕ ﺍﻝﻬﺩﻑ ﻤﻥ ﺒﺭﻨﺎﻤﺞ ﺍﻝﻌﻼﺝ ،ﻜﻤﺎ ﻻﺒﺩ ﻝﻸﺴﺭﺓ ﻓﻰ
ﺍﻝﻤﻨﺯل ﺃﻥ ﺘﻜﻭﻥ ﻋﻠﻰ ﺩﺭﺍﻴﺔ ﺒﻜل ﺠﻭﺍﻨﺏ ﺍﻝﻤﺸﻜﻠﺔ ﻭﺘﺸﺘﺭﻙ ﻓﻰ ﺘﻨﻅﻴﻡ ﻋﻼﺝ ﺍﻝﻤﻌﺎﻕ ،ﻜﺫﻝﻙ ﺇﺨﺘﻴﺎﺭ ﺍﻷﻨﺸﻁﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ
ﻭﺍﻝﻀﺭﻭﺭﻴﺔ ﻭﺘﺤﺩﻴﺩ ﻤﻜﺎﻨﻬﺎ ﺴﻭﺍﺀﹰﺍ ﻓﻰ ﻓﺼﻭل ﺃﻭ ﻤﺩﺍﺭﺱ ﺨﺎﺼﺔ ﺃﻭ ﻤﺴﺘﺸﻔﻴﺎﺕ ﺃﻭ ﻤﺭﺍﻜﺯ ﺘﺄﻫﻴل ﻤﺘﺨﺼﺼﺔ ) ، ( 4ﻭﺍﻝﻌﻼﺝ
6
ﺍﻝﻁﺒﻴﻌﻰ ﻭﺍﻝﺫﻯ ﻴﺘﻡ ﻓﻴﻪ ﺘﺼﻤﻴﻡ ﺒﺭﺍﻤﺞ ﻝﺘﺸﺠﻴﻊ ﺍﻝﻤﺭﻴﺽ ﻋﻠﻰ ﺒﻨﺎﺀ ﻗﺎﻋﺩﺓ ﺼﻠﺒﺔ ﻴﻨﻁﻠﻕ ﻤﻨﻬﺎ ﻝﻼﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺘﺤﺴﻴﻥ ﻁﺭﻴﻘﺘﻪ ﻓﻲ
ﺍﻝﻤﺸﻲ ﻭﺤﺭﻜﺘﻪ ﺍﻹﺭﺍﺩﻴﺔ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺒﺭﺍﻤﺞ ﺇﻁﺎﻝﺔ ﺍﻝﻌﻀﻼﺕ ﻝﻠﺤﺩ ﻤﻥ ﺍﻨﻘﺒﺎﻀﻬﺎ ﺍﻝﻤﺭﻀﻲ .ﻭﻴﻌﺘﻘﺩ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺨﺒﺭﺍﺀ ﻓﻲ
ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺭﻴﺽ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻲ ﻝﺒﺭﻨﺎﻤﺞ ﻋﻼﺝ ﻁﺒﻴﻌﻲ ﻤﺩﻯ ﺍﻝﺤﻴﺎﺓ ﻴﻌﺘﺒﺭ ﺃﻤﺭﺍ ﺤﻴﻭﻴﺎ ﻝﻠﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻝﻤﻘﻭﻴﺔ
ﺍﻝﻌﻀﻠﻴﺔ ﻭﺘﺭﻜﻴﺏ ﺍﻝﻌﻅﺎﻡ ﻭﺍﻝﻭﻗﺎﻴﺔ ﻤﻥ ﺇﺼﺎﺒﺔ ﺍﻝﻤﻔﺎﺼل ﺒﺎﻝﺨﻠﻊ.
-ﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﺩﻗﻴﻘﺔ ﻋﻨﺩ ﺍﻻﻁﻔﺎل -:ﻝﺘﻨﻤﻴﺔ ﺍﻝﻨﻭﺍﺤﻰ ﺍﻝﺤﺭﻜﻴﺔ ﻝﻼﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻴﻤﻜﻥ
ﺇﺴﺘﺨﺩﺍﻡ ﺒﻌﺽ ﺍﻝﺘﻤﺭﻴﻨﺎﺕ ﻭﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﺩﻗﻴﻘﺔ ﺍﻝﻤﻌﺘﻤﺩﺓ ﻋﻠﻰ ﺍﻝﻌﻀﻼﺕ ﺍﻹﺭﺍﺩﻴﺔ ﺍﻝﺼﻐﻴﺭﺓ ﻓﻰ ﺍﺼﺎﺒﻊ ﺍﻝﻴﺩﻴﻥ ،ﻭﺍﻥ
ﺘﺩﺭﻴﺏ ﺍﻻﻁﻔﺎل ﻋﻠﻲ ﻫﺫﻩ ﺍﻝﻤﻬﺎﺭﺍﺕ ﻤﺸﺎﺒﻪ ﻝﻠﺘﺩﺭﻴﺏ ﻋﻠﻲ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻻﺨﺭﻱ ،ﻤﻊ ﻤﻼﺤﻅﺔ ﺍﻥ ﻫﺫﻩ ﺍﻝﻤﻬﺎﺭﺍﺕ ﻻﺘﺘﻁﻭﺭ ﻓﻲ ﻴﻭﻡ
ﻭﻝﻴﻠﺔ ﺒل ﺘﺤﺘﺎﺝ ﺍﻝﻲ ﺍﻝﻭﻗﺕ ﻭﺍﻝﻤﻤﺎﺭﺴﺔ ﻭﻤﻥ ﺃﺒﺭﺯ ﺍﻻﻨﺸﻁﺔ ﺍﻝﺘﻰ ﺘﻌﻤل ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﻭﺘﻁﻭﻴﺭ ﺍﻝﻌﻀﻼﺕ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﺩﻗﻴﻘﺔ ﻋﻨﺩ
ﺍﻷﻁﻔﺎل ﻤﺎﻴﻠﻰ - :ﺍﻝﻘﺹ ،ﻭﺫﻝﻙ ﺒﺈﺴﺘﺨﺩﺍﻡ ﻤﻘﺹ ﻭﻭﺭﻗﺔ ﻋﻠﻴﻬﺎ ﺨﻁ ﺍﺴﻭﺩ ﻭﻗﺹ ﺨﻁ ﻤﺴﺘﻘﻴﻡ ،ﻗﺹ ﺯﻭﺍﻴﺎ ﻗﻁﻌﺔ ﻤﻥ ﺍﻝﻭﺭﻕ
،ﻗﺹ ﺨﻁ ﻁﻭﻴل ﻤﻨﺤﻨﻲ ،ﻗﺹ ﺨﻁ ﻁﻭﻴل ﻤﺘﻌﺭﺝ ،ﻗﺹ ﺨﻁ ﻴﺤﺘﻭﻱ ﻋﻠﻲ ﻤﻨﺤﻨﻴﺎﺕ ﻭﺯﻭﺍﻴﺎ ،ﻗﺹ ﻗﻁﻌﺔ ﻤﻥ ﺍﻝﺼﻠﺼﺎل
ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻘﺹ ﻏﻴﺭ ﺤﺎﺩ – ﺍﻝﻠﺼﻕ ﻭﺫﻝﻙ ﺒﻠﺼﻕ ﺨﺎﻤﺎﺕ ﻤﺘﻨﻭﻋﺔ ﺒﺄﺸﻜﺎل ﻤﺨﺘﻠﻔﺔ ) ﻭﺭﻕ ﻤﻠﻭﻥ – ﺨﻴﻭﻁ ﺼﻭﻑ – ﻗﻁﻥ –
ﺍﺯﺭﺍﺭ – ﻗﻁﻊ ﺼﻐﻴﺭﺓ ﻤﻥ ﺍﻻﻗﻤﺸﺔ ﺍﻭ ﺍﻝﻠﺒﺎﺩ – ﺨﺭﺯ – ﺤﺒﻭﺏ ( ﻭﺫﻝﻙ ﻀﻤﻥ ﺍﻁﺎﺭ ﻤﻌﻴﻥ - ،ﺍﻝﺘﻠﻭﻴﻥ ﻭﺫﻝﻙ ﺒﺎﺴﺘﺨﺩﺍﻡ
ﺍﻝﺭﺴﻭﻤﺎﺕ ﺫﺍﺕ ﺍﻝﺨﻁﻭﻁ ﺍﻝﺴﻤﻴﻜﺔ ،ﺜﻡ ﺍﺠﻌل ﺍﻝﻁﻔل ﻴﺘﺘﺒﻊ ﺒﺄﺼﺒﻌﻪ ﺤﺩﻭﺩ ﺍﻝﺭﺴﻡ ﻭﻤﻥ ﺜﻡ ﺘﻠﻭﻴﻨﻪ ﻭﺒﺎﻝﺘﺩﺭﻴﺞ ﻴﺘﻡ ﺯﻴﺎﺩﺓ ﺘﻌﻘﻴﺩ
ﺍﻻﺸﻜﺎل ﺍﻝﻤﻘﺩﻤﺔ ﻝﻠﻁﻔل ،ﻤﻬﺎﺭﺍﺕ ﺍﻝﺭﻋﺎﻴﺔ ﺍﻝﺫﺍﺘﻴﺔ ﻭﺘﺸﻤل ،ﻓﺘﺢ ﻭﻗﻔل ﺍﻝﺴﻭﺴﺘﻪ ،ﺍﻝﻠﻀﻡ ،ﺘﺯﺭﻴﺭ ﺍﻻﺯﺭﺍﺭ ،ﺭﺒﻁ ﺍﺸﺭﻁﺔ
ﺍﻝﺤﺫﺍﺀ ،ﺤﻤل ﺍﻻﺸﻴﺎﺀ ،ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻜﻨﺴﺔ ،ﻓﺘﺢ ﻭﻗﻔل ﺍﻝﺒﺎﺏ ،ﻓﺘﺢ ﻭﻗﻔل ﺍﻏﻁﻴﺔ ﺍﻝﺒﺭﻁﻤﺎﻨﺎﺕ ،ﻏﺴل ﺍﻝﺼﺤﻭﻥ ﺍﻝﺒﻼﺴﺘﻴﻜﻴﺔ ،
ﻓﺭﺩ ﺍﻝﻌﺠﻴﻥ ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻋﻤﺎل ﺍﻝﻁﺒﺦ ﺍﻝﺒﺴﻴﻁﺔ ،ﻜﺫﻝﻙ ﻴﻤﻜﻥ ﺇﺴﺘﺨﺩﺍﻡ ﺒﻌﺽ ﺍﻻﻝﻌﺎﺏ ﺍﻝﺘﻰ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﺍﻝﻌﻀﻼﺕ ﺍﻝﺩﻗﻴﻘﺔ
ﻋﻨﺩ ﺍﻷﻁﻔﺎل .
-ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ -:
-1ﺩﺭﺍﺴﺔ :ﻤﺼﻁﻔﻰ ﺤﺎﻤﺩ ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ ﺩﻋﺒﻴﺱ ) ﻤﺎﺠﺴﺘﻴﺭ 1996 ،ﻡ ( ﺒﻌﻨﻭﺍﻥ ،ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺘﻤﺭﻴﻨﺎﺕ ﺨﺎﺹ ﻝﻠﺘﺄﻫﻴل
ﺍﻝﺒﺩﻨﻲ ﻝﻤﺭﻀﻰ ﺍﻝﺸﻠل ﺍﻝﺭﻋﺎﺵ ،ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻰ ﻤﻌﺭﻓﺔ ﻤﺩﻯ ﺘﺄﺜﻴﺭ ﻤﻤﺎﺭﺴﺔ ﺍﻝﺘﻤﺭﻴﻨﺎﺕ ﺍﻝﺒﺩﻨﻴﺔ ﻋﻠﻰ ﺍﻷﻋﺭﺍﺽ ﺍﻝﻤﺼﺎﺤﺒﺔ
ﻝﻤﺭﺽ ﺍﻝﺸﻠل ﺍﻝﺭﻋﺎﺵ -ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ – ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﻤﻥ ﻤﺭﻀﻰ ﺍﻝﺸﻠل ﺍﻝﺭﻋﺎﺵ ﺍﻝﺫﻴﻥ ﻴﺘﺭﺩﺩﻭﻥ
ﻝﻠﻌﻼﺝ ﻋﻠﻰ ﻤﺴﺘﻔﻲ ﻨﺎﺭﻴﻤﺎﻥ ﺍﻝﺠﺎﻤﻌﻲ ﺒﺎﻹﺴﻜﻨﺩﺭﻴﺔ ﻭﺒﻠﻎ ﻋﺩﺩ ﺍﻝﻌﻴﻨﺔ ) ( 19ﻤﺭﻴﺽ ،ﻭﻜﺎﻨﺕ ﺃﻫﻡ ﺍﻝﻨﺘﺎﺌﺞ :ﺃﺜﺭ ﺍﻝﺒﺭﻨﺎﻤﺞ
،ﺘﻘﺩﻡ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺍﻝﺨﺎﻀﻌﺔ ﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻤﺭﻴﻨﺎﺕ ﺇﻴﺠﺎﺒﹰﺎ ﻓﻰ ﺘﻨﻤﻴﺔ ﻭﺘﻁﻭﻴﺭ ﺍﻻﺩﺍﺀ ﺍﻝﺤﺭﻜﻰ ﻝﻤﺭﻀﻰ ﺍﻝﺸﻠل ﺍﻝﺭﻋﺎﺵ ،
ﺍﻝﺘﺄﻫﻴﻠﻴﺔ ﻭﺍﻝﻌﻼﺝ ﺍﻝﺩﻭﺍﺌﻲ ﻋﻠﻰ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﻀﺎﺒﻁﺔ ﺍﻝﺨﺎﻀﻌﺔ ﻝﻠﻌﻼﺝ ﺍﻝﺩﻭﺍﺌﻲ ﻓﻘﻁ ﻓﻲ ﻤﺘﻭﺴﻁ ﻓﺭﻭﻕ ﺍﻝﻨﺴﺒﺔ ﺍﻝﻤﺌﻭﻴﺔ ﺍﻝﻜﻠﻴﺔ
ﻝﻤﻘﺩﺍﺭ ﺘﻘﺩﻡ ﺍﻝﻘﻴﺎﺴﺎﺕ ﺍﻝﺒﻌﺩﻴﺔ ﻋﻥ ﺍﻝﻘﺒﻠﻴﺔ ﻓﻲ ﺠﻤﻴﻊ ﻗﻴﺎﺴﺎﺕ ﺍﻝﻤﺭﻭﻨﺔ ﻭﺍﻝﺘﻭﺍﺯﻥ ﻭﺍﻝﺘﻭﺍﻓﻕ ﻭﺍﻝﻘﺩﺭﺓ ﻭﺍﻝﺭﻋﺸﺔ ﻗﻴﺩ ﺍﻝﺒﺤﺙ ،ﻴﺅﺜﺭ
ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻤﺭﻴﻨﺎﺕ ﺍﻝﺘﺄﻫﻴﻠﻴﺔ ﺒﺄﻹﻀﺎﻓﺔ ﻝﻠﻌﻼﺝ ﺍﻝﺩﻭﺍﺌﻲ ﺇﻴﺠﺎﺒﻴﹰﺎ ﻋﻠﻰ ﻗﻴﺎﺴﺎﺕ ﺍﻝﻤﺭﻭﻨﺔ ﻭﺍﻝﺘﻭﺍﺯﻥ ﻭﺍﻝﺘﻭﺍﻓﻕ ﻭﺍﻝﻘﺩﺭﺓ ﻭﺍﻝﺭﻋﺸﺔ ﻭﻁﻭل
ﺨﻁﻭﺓ ﺍﻝﻤﺸﻲ ﻝﻤﺭﻀﻰ ﺍﻝﺸﻠل ﺍﻝﺭﻋﺎﺵ ﻗﻴﺩ ﺍﻝﺒﺤﺙ .
7
-2دراسة :ﺤﺘﻡ ﺼﺎﺒﺭ ﻗﺎﺩ ) ﻤﺎﺠﺴﺘﻴﺭ 2010 ،ﻡ ( ﺒﻌﻨﻭﺍﻥ :ﺃﺜﺭ ﻤﻨﻬﺞ ﺘﻌﻠﻴﻤﻰ ﻝﻠﺴﺒﺎﺤﺔ ﺍﻝﺤﺭﺓ ﻓﻰ ﺘﻁﻭﻴﺭ ﺒﻌﺽ ﺍﻝﻘﺩﺭﺍﺕ
ﺍﻝﺤﺭﻜﻴﺔ ﻝﻸﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻝﻸﻁﺭﺍﻑ ﺍﻝﺴﻔﻠﻰ ﺒﺄﻋﻤﺎﺭ ) 14-12ﺴﻨﺔ( ،ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻰ :ﺇﻋﺩﺍﺩ ﻤﻨﻬﺞ
ﺘﻌﻠﻴﻤﻰ ﻝﻠﺴﺒﺎﺤﺔ ﺍﻝﺤﺭﺓ ﻝﻼﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ،ﻤﻌﺭﻓﺔ ﺘﺄﺜﻴﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻘﺘﺭﺡ ﻝﺘﻌﻠﻴﻡ ﺍﻝﺴﺒﺎﺤﺔ ﺍﻝﺤﺭﺓ ﻝﻸﻁﻔﺎل
ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ،ﻤﻌﺭﻓﺔ ﺘﺄﺜﻴﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻘﺘﺭﺡ ﻝﺘﻌﻠﻴﻡ ﺍﻝﺴﺒﺎﺤﺔ ﺍﻝﺤﺭﺓ ﻓﻰ ﺘﻁﻭﻴﺭ ﺒﻌﺽ ﺍﻝﻘﺩﺭﺍﺕ ﺍﻝﺤﺭﻜﻴﺔ ﻝﻸﻁﻔﺎل
ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ،ﺇﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻰ ،ﺘﻜﻭﻨﺕ ﺍﻝﻌﻴﻨﺔ ﻤﻥ ) (4ﺃﻁﻔﺎل ﻤﺴﺠﻠﻭﻥ ﻓﻰ ﻤﺭﻜﺯﺤﺒﻴﺏ ﻤﺎﻝﺢ
ﻗﺴﻡ ﺘﺄﻫﻴل ﺍﻝﻤﻌﻭﻗﻴﻥ ﻓﻰ ﻤﺤﺎﻓﻅﺔ ﺃﺭﺒﻴل ﺒﺎﻗﻠﻴﻡ ﻜﺭﺩﺴﺘﺎﻥ ﺒﺎﻝﻌﺭﺍﻕ ،ﻭﻜﺎﻨﺕ ﺃﻫﻡ ﺍﻝﻨﺘﺎﺌﺞ :ﻝﻠﻤﻨﻬﺞ ﺘﺄﺜﻴﺭ ﻓﻰ ﺘﻌﻠﻡ ﺍﻝﺴﺒﺎﺤﺔ ﺍﻝﺤﺭﺓ
ﻝﻸﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﻤﺎﻏﻰ ﻝﻼﻁﺭﺍﻑ ﺍﻝﺴﻔﻠﻰ ﺒﺎﻋﻤﺎﺭ)14-12ﺴﻨﺔ( : ،ﻝﻠﻤﻨﻬﺞ ﺘﺄﺜﻴﺭ ﻓﻰ ﺘﻁﻭﻴﺭ ﺒﻌﺽ ﺍﻝﻘﺩﺭﺍﺕ
ﺍﻝﺤﺭﻜﻴﺔ ﻝﻸﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﻤﺎﻏﻰ ﻝﻼﻁﺭﺍﻑ ﺍﻝﺴﻔﻠﻰ ﺒﺎﻋﻤﺎﺭ)14-12ﺴﻨﺔ()، (6
-3دراسة :ﺴﻼﻓﺔ ﺤﺴﻥ ﺤﻭﺍﻁ ) ﻤﺎﺠﺴﺘﻴﺭ2012 -ﻡ ( ﺒﻌﻨﻭﺍﻥ :ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﻋﻼﺠﻰ ﻓﻰ ﺘﻨﻤﻴﺔ ﺍﻝﻠﻐﺔ ﺍﻻﺴﺘﻘﺒﺎﻝﻴﺔ ﻋﻨﺩ ﺃﻁﻔﺎل
ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ،ﻫﺩﻑ ﺍﻝﺒﺤﺙ ﺍﻝﻰ ﺒﻨﺎﺀ ﻤﻘﻴﺎﺱ ﻝﻠﻐﺔ ﺍﻻﺴﺘﻘﺒﺎﻝﻴﺔ ﻤﺘﻤﺜل ﺒﺎﻝﻌﺩ ﺍﻝﻤﻜﺎﻨﻰ ﻝﺩﻯ ﺍﻷﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ
ﺫﻭﻯ ﺍﻹﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﻠﻐﻭﻴﺔ ،ﻭﺘﺸﺨﻴﺹ ﺇﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﻠﻐﺔ ﺍﻹﺴﺘﻘﺒﺎﻝﻴﺔ ﻝﺩﻯ ﺍﻷﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﻤﺎﻏﻰ ﻀﻤﻥ ﺍﻝﻔﺌﺔ
ﺍﻝﻌﻤﺭﻴﺔ ) ( 9 – 5ﺴﻨﻭﺍﺕ ﻓﻰ ﻤﺭﺍﻜﺯ ﻤﺩﻴﻨﺔ ﺩﻤﺸﻕ ،ﻭﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻰ ﺘﻨﻤﻴﺔ ﺍﻝﻠﻐﺔ ﺍﻹﺴﺘﻘﺒﺎﻝﻴﺔ ﻋﻨﺩ ﺍﻻﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل
ﺍﻝﺩﻤﺎﻏﻰ ،ﺇﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﻤﻨﻬﺞ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻰ ،ﺘﻜﻭﻨﺕ ﺍﻝﻌﻴﻨﺔ ﻤﻥ ﺍﻻﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻓﻰ ﻤﻌﺎﻫﺩ ﻭﻤﺭﺍﻜﺯ
ﺩﻤﺸﻕ ﺒﺎﻝﺠﻤﻬﻭﺭﻴﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻭﺭﻴﺔ ،ﻜﺎﻨﺕ ﺃﻫﻡ ﺍﻝﻨﺘﺎﺌﺞ :ﻫﻨﺎﺍﻙ ﺇﻨﺨﻔﺎﺽ ﻓﻰ ﺍﻝﻘﺩﺭﺍﺕ ﺍﻝﻠﻐﻭﻴﺔ ﺍﻝﻐﺴﺘﻘﺒﺎﻝﻴﺔ ﻝﺩﻯ ﺍﻻﻁﻔﺎل
ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻓﻰ ﺍﻹﺨﺘﺒﺎﺭ ﺍﻝﻘﺒﻠﻰ ،ﻫﻨﺎﻙ ﺇﺭﺘﻔﺎﻉ ﻤﻠﺤﻭﻅ ﻓﻰ ﺍﻝﻘﺩﺭﺍﺕ ﺍﻝﻠﻐﻭﻴﺔ ﻝﻼﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﻤﺎﻏﻰ
ﻓﻰ ﺍﻹﺨﺘﺒﺎﺭ ﺍﻝﺒﻌﺩﻯ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻝﻘﺒﻠﻰ ﻨﺘﻴﺠﺔ ﺘﺤﺴﻥ ﺍﺩﺍﺌﻬﻡ ﻭﺫﻝﻙ ﻹﺴﺘﺨﺩﺍﻡ ﺃﺩﻭﺍﺕ ﻭﻭﺴﺎﺌل ﻭﻤﻌﺯﺯﺍﺕ ﻤﺎﺩﻴﺔ ﻭﻤﻌﻨﻭﻴﺔ ) (7
-4ﺩﺭﺍﺴﺔ :ﻤﺤﻤﻭﺩ ﺼﻼﺡ ﺍﻝﺩﻴﻥ ﻋﺒﺩﺍﻝﻐﻨﻰ ) ﻤﺎﺠﺴﺘﻴﺭ 2000 ،ﻡ ( ﺒﻌﻨﻭﺍﻥ :ﺘﺄﺜﻴﺭ ﺒﺭﻨﺎﻤﺞ ﺘﻤﺭﻴﻨﺎﺕ ﻤﻘﺘﺭﺡ ﻝﺘﺄﻫﻴل
ﺍﻝﻌﻀﻼﺕ ﺍﻝﻤﺼﺎﺒﺔ ﻓﻰ ﺤﺎﻻﺕ ﺍﻝﺸﻠل ﺍﻝﻨﺼﻔﻰ ،ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻰ ﺘﺼﻤﻴﻡ ﺒﺭﻨﺎﻤﺞ ﺘﻤﺭﻴﻨﺎﺕ ﻤﻘﺘﺭﺡ ﻝﺘﺎﻫﻴل ﺍﻝﻌﻀﻼﺕ ﻓﻰ
ﺤﺎﻻﺕ ﺍﻝﺸﻠل ﺍﻝﻨﺼﻔﻰ ﻭﻤﻌﺭﻓﺔ ﺘﺎﺜﻴﺭﻩ ﻋﻠﻰ ﺇﺴﺘﻌﺎﺩﺓ ﺍﻝﻜﻔﺎﺀﺓ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻝﻠﻌﻀﻼﺕ ﻭﺇﺴﺘﻌﺎﺩﺓ ﺍﻝﻤﺩﻯ ﺍﻝﻁﺒﻴﻌﻰ ﻝﺤﺭﻜﺔ ﺍﻝﻤﻔﺎﺼل ﺍﻝﺘﻰ
ﺘﻌﻤل ﻋﻠﻴﻬﺎ ﺍﻝﻌﻀﻼﺕ ﺍﻝﻤﺼﺎﺒﺔ ﺒﺎﻝﺸﻠل ﻭﺴﺭﻋﺔ ﺇﺴﺘﺠﺎﺒﺔ ﺍﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﻝﻠﺒﺭﻨﺎﻤﺞ ﺍﻝﻤﻘﺘﺭﺡ ،ﺇﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻰ ،
ﺘﻜﻭﻨﺕ ﺍﻝﻌﻴﻨﺔ ﻤﻥ ) ( 18ﺸﺨﺹ ﻤﻥ ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﻨﺼﻔﻰ ) (9ﺭﺠﺎل ﻭ) (9ﻨﺴﺎﺀ ،ﻜﺎﻨﺕ ﺍﻫﻡ ﺍﻝﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ
ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻘﻴﺎﺱ ﺍﻝﻘﺒﻠﻰ ﻭﺍﻝﺒﻌﺩﻯ ﻓﻰ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺤﺭﻜﻰ ﻝﻼﻓﺭﺍﺩ ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﻨﺼﻔﻰ ﻭﺫﻝﻙ ﻋﻠﻰ ﻤﺨﺘﻠﻑ
ﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻐﺼﺎﺒﺔ ﻤﻤﺎ ﻴﻭﻀﺢ ﺍﻹﻴﺠﺎﺒﻰ ﻝﺘﻤﺭﻴﻨﺎﺕ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻤﻘﺘﺭﺤﻔﻰ ﺘﺤﺴﻴﻥ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺤﺭﻜﻰ ) ( 8
– ﺇﺠﺭﺍﺀﺍﺕ ﺍﻝﺒﺤﺙ-:
-ﻤﻨﻬﺞ ﺍﻝﺒﺤﺙ :ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻰ ﺒﺘﺼﻤﻴﻡ ﺍﻝﻤﺠﻤﻭﻋﺔ التجريبية الواحدة بالقياس القبلي والبعدي.
-ﻤﺠﺘﻤﻊ ﻭﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ :ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﻭﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﻤﻥ ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﺒﺩﺍﺭ ﺸﺸﺭ ﻝﺭﻋﺎﻴﺔ ﻭﺘﺎﻫﻴل ﺍﻝﻤﻌﻭﻗﻴﻥ
ﺒﺎﻝﺨﺭﻁﻭﻡ ،ﻭﻜﺎﻥ ﻋﺩﺩ ﺍﻝﻌﻴﻨﺔ ) ( 10ﻤﻥ ﺍﻻﻁﻔﺎل ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﺒﺎﻝﻤﺭﻜﺯ .
-ﺘﺼﻤﻴﻡ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻤﻘﺘﺭﺡ :ﺒﺎﻝﺭﺠﻭﻉ ﺍﻝﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﺍﻹﻁﺎﺭ ﺍﻝﻨﻅﺭﻯ ﻭﺍﺭﺍﺀ ﺍﻝﺨﺒﺭﺍﺀ ﻭﺍﻝﻌﻠﻤﺎﺀ ﻓﻰ ﺍﻝﻤﺠﺎل ﺍﻝﺭﻴﺎﻀﻰ
ﻭﺍﻝﻌﻼﺝ ﺍﻝﻁﺒﻴﻌﻰ ﻗﺎﻡ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺒﺼﻤﻴﻡ ﺒﺭﻨﺎﻤﺞ ﻋﻼﺠﻰ ﺇﺸﺘﻤل ﻋﻠﻰ ﺘﻤﺭﻴﻨﺎﺕ ﻭﻤﻬﺎﺭﺍﺕ ﺘﺎﻫﻴﻠﻴﺔ ﻝﻠﻤﺸﻰ) ﺍﻝﺘﻨﻘل ( ،ﺍﻝﻭﻗﻭﻑ
8
ﻭﺍﻝﺠﻠﻭﺱ ،ﺍﻝﺘﺴﻠﻕ ،ﺤﺭﻜﺔ ﺍﻝﻴﺩﻴﻥ) ﺍﻝﻘﺹ ،ﺍﻝﻠﺼﻕ ( ﺒﻬﺩﻑ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﺤﺭﻜﻴﺔ ،ﻤﺩﺓ ﺍﻝﻭﺤﺩﺓ ﺍﻝﺘﺩﺭﻴﺒﻴﺔ ) (45ﺩﻗﻴﻘﻴﺔ ،ﺭﻭﻋﻴﺕ
ﻓﻰ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻻﺴﺱ ﻭﺍﻝﻤﺒﺎﺩﻯﺀ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻁﺒﻴﻌﺔ ﻭﺨﺼﻭﺼﻴﺔ ﻤﺼﺎﺒﻰ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ،ﻭﺘﻡ ﻋﺭﺽ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻤﻘﺘﺭﺡ ﻋﻠﻰ
ﻋﺩﺩ ﻤﻥ ﺃﺴﺎﺘﺫﺓ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻭﺃﺨﺼﺎﺌﻰ ﺍﻝﻌﻼﺝ ﺍﻝﻁﺒﻴﻌﻰ ﻭﺃﺒﺩﻭﺍ ﺒﻌﺽ ﺍﻝﻤﻼﺤﻅﺎﺕ ﺤﻴﺙ ﻗﺎﻡ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺒﺈﺠﺭﺍﺀ ﺍﻝﻼﺯﻡ
ﻨﺤﻭﻫﺎ ﻝﻴﺼﺒﺢ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺠﺎﻫﺯﺍ ﻝﻠﺘﻁﺒﻴﻕ .
ﺃﺩﺍﺓ ﺍﻝﺩﺭﺍﺴﺔ -:ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﺇﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺇﺨﺘﺒﺎﺭ ﺍﻷﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﻴﻭﻤﻴﺔ ) Testing
) (the Activities of I living ( A.D.I.ﻭﺍﻝﻐﺭﺽ ﻤﻨﻪ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻜﻴﻔﻴﺔ ﺃﺩﺍﺀ ﺍﻝﻤﺭﻴﺽ ﻷﻨﺸﻁﺔ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻴﻭﻤﻴﺔ ،ﻭﻗﺩ
ﺼﻤﻡ ﻫﺫﺍ ﺍﻹﺨﺘﺒﺎﺭ ﺒﺤﻴﺙ ﻴﻤﻜﻥ ﺭﺼﺩ ﺍﻹﺨﺘﺒﺎﺭ ﺍﻻﺒﺘﺩﺍﺌﻰ ﻭﻤﺘﺎﺒﻌﺔ ﺍﻝﺘﻘﺩﻡ ﻋﻠﻰ ﻨﻔﺱ ﺍﻹﺴﺘﻤﺎﺭﺓ ،ﻴﺼﻠﺢ ﺍﻹﺨﺘﺒﺎﺭ ﻤﻥ ﺴﻥ )(6
ﺴﻨﻭﺍﺕ ﻓﺄﻜﺜﺭ ﻝﻠﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ،ﺸﻠل ﺍﻻﻁﻔﺎل ،ﺸﻠل ﻨﺼﻑ ﺴﻔﻠﻰ ،ﺸﻠل ﻁﻭﻝﻰ ،ﺒﺘﺭ ﺍﻷﻁﺭﺍﻑ
ﺒﺄﻨﻭﺍﻋﻪ ،ﻭﻴﺘﻜﻭﻥ ﺍﻹﺨﺘﺒﺎﺭ ﻤﻥ ﺒﻴﺎﻨﺎﺕ ﻋﺎﻤﺔ ﻋﻥ ﺍﻝﻤﺭﻴﺽ ﺒﺎﻹﻀﺎﻓﺔ ﺍﻝﻰ ﺒﻌﺽ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻼﺯﻤﺔ ،ﻭﻴﺸﻤل ﺍﻻﺨﺘﺒﺎﺭ ﻋﺩﺩ ﻤﻥ
ﺍﻻﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﻴﻭﻤﻴﺔ ﺍﻝﺘﻰ ﻴﺅﺩﻴﻬﺎ ﺍﻝﻤﺭﻴﺽ ﻓﻰ ﺤﻴﺎﺘﻪ ﺍﻝﻴﻭﻤﻴﺔ ،ﻭﻗﺩ ﺇﺨﺘﺎﺭ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺍﻻﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ :ﺍﻝﻨﺸﺎﻁ
ﺍﻝﺤﺭﻜﻰ ﻝﻠﻤﺸﻰ -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻤﻥ ﻭﻀﻊ ﺍﻝﺭﻗﻭﺩ -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻤﺸﻰ – ﺍﻝﺘﻨﻘل -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﺘﺴﻠﻕ ﻭﺍﻹﻨﺘﻘﺎل
-ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻴﺩ ،ﻭﺫﻝﻙ ﻻﻫﻤﻴﺘﻬﺎ ﻓﻰ ﺃﺩﺍﺀ ﺍﻝﺤﺭﻜﺔ ﺍﻝﻴﻭﻤﻴﺔ ﻝﻠﻤﺭﻴﺽ ﻭﻤﻨﺎﺴﺒﺘﻬﺎ ﻝﻌﻴﻨﺔ ﺍﻝﺒﺤﺙ ،ﻭﻗﺩ ﺃﻋﺩﺕ ﻫﺫﺍ ﺍﻹﺨﺘﺒﺎﺭ
ﻓﻰ ﺼﻭﺭﺘﻪ ﺍﻝﻌﺭﺒﻴﺔ ﺩ.ﻝﻴﻠﻰ ﺍﻝﺴﻴﺩ ﻓﺭﺤﺎﺕ ) ( 4
ﻁﺭﻴﻘﺔ ﺍﻝﺘﺴﺠﻴل ﻭﺍﻝﻘﻴﺎﺱ ﻝﻺﺨﺘﺒﺎﺭ :ﺇﺫﺍ ﺇﺴﺘﻁﺎﻉ ﺍﻝﻤﺼﺎﺏ ﺃﺩﺍﺀ ﺍﻻﻨﺸﻁﺔ ﻤﻌﺘﻤﺩﹰﺍ ﻋﻠﻰ ﻨﻔﺴﻪ ﺘﻜﻭﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﺘﻰ ﻴﺤﺼل ﻋﻠﻴﻬﺎ )
(5ﺒﺘﻘﺩﻴﺭ ﻤﻤﺘﺎﺯ ،ﻭﺇﺫﺍ ﺇﺴﺘﻁﺎﻉ ﺍﻝﻤﺼﺎﺏ ﺃﺩﺍﺀ ﺍﻻﻨﺸﻁﺔ ﺘﺤﺕ ﺍﻝﻤﻼﺤﻅﺔ ﺘﻜﻭﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﺘﻰ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ) (4ﺒﺘﻘﺩﻴﺭ ﺠﻴﺩ
ﺠﺩﹰﺍ ،ﻭﺫﺍ ﺇﺴﺘﻁﺎﻉ ﺍﻝﻤﺼﺎﺏ ﺃﺩﺍﺀ ﺍﻻﻨﺸﻁﺔ ﺒﻤﺴﺎﻋﺩﺓ ﺘﻜﻭﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﺘﻰ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ) (3ﺒﺘﻘﺩﻴﺭ ﺠﻴﺩ ،ﻭﺍﺫﺍ ﺇﺴﺘﻁﺎﻉ
ﺍﻝﻤﺼﺎﺏ ﺃﺩﺍﺀ ﺍﻻﻨﺸﻁﺔ ﺒﺎﻝﺴﻨﺩ ﻭﺍﻝﻤﺴﺎﻋﺩﺓ ﺘﻜﻭﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﺘﻰ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ) (2ﺒﺘﻘﺩﻴﺭ ﻤﺘﻭﺴﻁ ،ﺇﺫﺍ ﻝﻡ ﻴﺴﺘﻁﻴﻊ ﺍﻝﻤﺼﺎﺏ ﺃﺩﺍﺀ
ﺍﻻﻨﺸﻁﺔ ﺒﺎﻝﺴﻨﺩ ﻭﺍﻝﺭﻓﻊ ﻭﺍﻝﻤﺴﺎﻋﺩﺓ ﺘﻜﻭﻥ ﺍﻝﺩﺭﺠﺔ ﺍﻝﺘﻰ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ) (1ﺒﺘﻘﺩﻴﺭ ﻏﻴﺭ ﻗﺎﺩﺭ ،ﻭﻹﻴﺠﺎﺩ ﺍﻝﻤﻌﺎﻤﻼﺕ ﺍﻹﺤﺼﺎﺌﻴﺔ
ﻝﻺﺨﺘﺒﺎﺭ ﻤﻥ ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﻋﻤﺩ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺍﻝﻰ ﺘﻁﺒﻴﻕ ﺍﻹﺨﺘﺒﺎﺭ ﺇﺴﺘﻁﻼﻋﻴﹰﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ) (4ﺃﻁﻔﺎل ﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل
ﺍﻝﺩﻤﺎﻏﻰ ﻤﻥ ﻏﻴﺭ ﺍﻝﻌﻴﻨﺔ ﻭﺍﺴﺘﺨﺩﻡ ﻁﺭﻴﻘﺔ ﺘﻁﺒﻴﻕ ﻭﺍﻋﺎﺩﺓ ﺘﻁﺒﻴﻕ ﺍﻻﺨﺘﺒﺎﺭ ﻭﻋﺎﻝﺞ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺒﻤﻌﺎﺩﻝﺔ ﺒﻴﺭﺴﻭﻥ ﻝﻼﺭﺘﺒﺎﻁ ﻭﺍﻝﺠﺩﻭل
ﺭﻗﻡ ) ( 1ﻴﻭﻀﺢ ﺫﻝﻙ .
ﻭﺍﻝﺠﺩﻭل ﺭﻗﻡ ) ( 1ﻴﻭﻀﺢ ﺍﻝﺼﺩﻕ ﻭﺍﻝﺜﺒﺎﺕ
ﻤﻌﺎﻤل ﺍﻝﺼﺩﻕ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺍﻹﺨﺘﺒﺎﺭ) ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﺍﻝﻴﻭﻤﻰ (
0.90 0.81 ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻤﺸﻰ
0,89 0,80 ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻤﻥ ﻭﻀﻊ ﺍﻝﺭﻗﻭﺩ
0.88 0.79 ﺍﻝﺘﻨﻘل
0.94 0.90 ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﺘﺴﻠﻕ ﻭﺍﻹﻨﺘﻘﺎل
0.93 0.88 ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻴﺩ
ﺘﻁﺒﻴﻕ ﺍﻝﺩﺭﺍﺴﺔ :ﻗﺎﻡ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺒﺘﻘﺴﻴﻡ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﺄﻫﻴﻠﻲ ﺍﻝﻤﻘﺘﺭﺡ ﺇﻝﻰ 8ﺃﺴﺎﺒﻴﻊ ﻤﺘﺼﻠﺔ ﺒﻭﺍﻗﻊ 40ﻭﺤﺩﺓ ﺘﺩﺭﻴﺒﻴﺔ ﻤﻘﺴﻤﺔ ﺇﻝﻰ
ﺨﻤﺱ ﻭﺤﺩﺍﺕ ﺃﺴﺒﻭﻋﻴﹰﺎ ﺒﺯﻤﻥ ﻗﺩﺭﻩ 45ﺩﻗﻴﻘﺔ ﻓﻲ ﺃﻭل ﻭﺤﺩﺓ ﺘﺩﺭﻴﺒﻴﺔ ﻭﺘﺩﺭﺝ ﺤﺘﻰ ﻭﺼﻠﺕ ﺇﻝﻰ 1.30ﺴﺎﻋﺔ ﻭﻨﺼﻑ ﻓﻲ ﻨﻬﺎﻴﺔ
ﺍﻝﺒﺭﻨﺎﻤﺞ .ﻗﺎﻡ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺒﺈﺠﺭﺍﺀ ﻗﻴﺎﺴﺎﺕ ﻗﺒﻠﻴﺔ ﻝﻌﻴﻨﺔ ﺍﻝﺒﺤﺙ ﻓﻰ ﺇﺨﺘﺒﺎﺭ ﺍﻻﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﻴﻭﻤﻴﺔ ،ﺜﻡ ﻗﺎﻤﺎ ﺒﺘﻨﻔﻴﺫ ﺍﻝﺒﺭﻨﺎﻤﺞ
9
ﺍﻝﺘﺄﻫﻴﻠﻲ ﻓﻲ ﺍﻝﻤﺩﺓ ﻤﻥ 2012/9/10ﻡ ﺇﻝﻰ 2012/11/6ﻡ ﻡ ﻭﺍﻝﺘﻁﺒﻴﻕ ﺒﻁﺭﻴﻘﺔ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺯﻤﻨﻴﺔ ،ﺒﻌﺩﻫﺎ ﺘﻡ ﺇﺠﺭﺍﺀ ﺍﻝﻘﻴﺎﺴﺎﺕ
ﺍﻝﺒﻌﺩﻴﺔ ﺒﻌﺩ ﺍﻨﺘﻬﺎﺀ ﻜل ﻤﺭﻴﺽ ﻤﻥ ﻤﺩﺓ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﺄﻫﻴﻠﻲ ﺍﻝﺨﺎﺹ ﺒﻤﺼﺎﺒﻰ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻭﺫﻝﻙ ﺒﻌﺩ ﺍﻻﻨﺘﻬﺎﺀ ﻤﻥ ﺍﻝﺘﺠﺭﺒﺔ
ﺍﻷﺴﺎﺴﻴﺔ ﻤﺒﺎﺸﺭﺓ ﻭﺒﻨﻔﺱ ﺍﻝﺘﺭﺘﻴﺏ ﻭﺍﻝﺸﺭﻭﻁ ﺍﻝﺘﻲ ﺍﺴﺘﺨﺩﻤﺕ ﻓﻲ ﺍﻝﻘﻴﺎﺴﺎﺕ ﺍﻝﻘﺒﻠﻴﺔ.
1-4ﻋﺭﺽ ﻭﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ -:ﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﻓﺭﺽ ﺍﻝﺒﺤﺙ ﻭﺍﻝﺫﻯ ﻴﻨﺹ ﻋﻠﻰ :ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ
ﺍﻝﻘﻴﺎﺴﻴﻥ ﺍﻝﻘﺒﻠﻰ ﻭﺍﻝﺒﻌﺩﻯ ﻓﻰ ﺇﺨﺘﺒﺎﺭﺕ ﺍﻷﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﻝﻤﺼﺎﺒﻰ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻝﺼﺎﻝﺢ ﺍﻝﻘﻴﺎﺴﺎﺕ ﺍﻝﺒﻌﺩﻴﺔ ﻓﻰ ﺍﻻﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ
ﺍﻝﻴﻭﻤﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ -:ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻤﺸﻰ -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻤﻥ ﻭﻀﻊ ﺍﻝﺭﻗﻭﺩ – ﺍﻝﺘﻨﻘل -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﺘﺴﻠﻕ ﻭﺍﻹﻨﺘﻘﺎل-
ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻴﺩ ؟
ﻗﺎﻡ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺒﺈﺴﺘﺨﺭﺍﺝ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻰ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻯ ﻭﻗﻴﻤﺔ ) ﺕ ( ﺍﻝﻤﺤﺴﻭﺒﺔ ﻝﻠﻘﻴﺎﺴﻴﻥ ﺍﻝﻘﺒﻠﻰ ﻭﺍﻝﺒﻌﺩﻯ ﻝﻌﻴﻨﺔ ﺍﻝﺒﺤﺙ
ﻓﻰ ﺍﻻﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﻗﻴﺩ ﺍﻝﺒﺤﺙ ﻭﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻰ ﻴﻭﻀﺢ ﺫﻝﻙ .
ﺠﺩﻭل ﺭﻗﻡ) ( ﻴﻭﻀﺢ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻰ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻯ ﻭﻗﻴﻤﺔ ) ﺕ ( ﺍﻝﻤﺤﺴﻭﺒﺔ ﻝﻠﻘﻴﺎﺴﻴﻥ ﺍﻝﻘﺒﻠﻰ ﻭﺍﻝﺒﻌﺩﻯ ﻝﻌﻴﻨﺔ ﺍﻝﺒﺤﺙ
ﻓﻰ ﺍﻻﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ
الداللة قٮمة ) ت القياس البعدى القياس القبلى االنشطة الحركية
(
ﻉ ﺱ ﻉ ﺱ
ﻤﻌﻨﻭﻯ 8 0.77 3 7.5 2.2 ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻤﺸﻰ
ﻤﻌﻨﻭﻯ 3.75 0.19 5.1 2.7 2.1 ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻤﻥ ﻭﻀﻊ ﺍﻝﺭﻗﻭﺩ
ﻤﻌﻨﻭﻯ 2.53 0.65 5.5 8.2 2.9 ﺍﻝﺘﻨﻘل
ﻤﻌﻨﻭﻯ 2.34 0.54 8.5 9.1 2.5 ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﺘﺴﻠﻕ ﻭﺍﻹﻨﺘﻘﺎل
ﻤﻌﻨﻭﻯ 2.8 0.52 7.2 5.1 2.7 ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻴﺩ
ﻴﻼﺤﻅ ﻤﻥ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ) ( ﺃﻋﻼﻩ ﺍﻥ ﻓﻰ ﻨﺘﺎﺌﺞ ﺍﻝﻘﻴﺎﺱ ﺍﻝﻘﺒﻠﻰ ﻝﻠﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻤﺸﻰ ﻜﺎﻥ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻰ ) ( 2.2
ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻯ ) ( 7.2ﻭﻓﻰ ﺍﻝﻘﻴﺎﺱ ﺍﻝﺒﻌﺩﻯ ﻜﺎﻥ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻰ ) ( 3ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻯ ) ( 0.33ﻭﺒﻠﻐﺕ
ﻗﻴﻤﺔ ) ﺕ ( ﺍﻝﻤﺤﺴﻭﺒﺔ ) ، ( 8ﻭﻓﻰ ﺍﻝﻘﻴﺎﺱ ﺍﻝﻘﺒﻠﻰ ﻝﻠﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻤﻥ ﻭﻀﻊ ﺍﻝﺭﻗﻭﺩ ﺠﺎﺀ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻰ ) ( 2.1
ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻯ ) ( 2.7ﻭﻜﺎﻥ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻰ ﻝﻠﻘﻴﺎﺱ ﺍﻝﺒﻌﺩﻯ ) ( 5.1ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻯ ) ( 0.19ﻭﺒﻠﻐﺕ
ﻗﻴﻤﺔ ) ﺕ ( ﺍﻝﻤﺤﺴﻭﺒﺔ ) ، ( 3.75ﻭﺠﺎﺀ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻰ ﻓﻰ ﺍﻝﻘﻴﺎﺱ ﺍﻝﻘﺒﻠﻰ ﻝﻨﺸﺎﻁ ﺍﻝﺘﻨﻔل ) ( 2.9ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻯ )
( 8.2ﻭﻓﻰ ﺍﻝﻘﻴﺎﺱ ﺍﻝﺒﻌﺩﻯ ﻜﺎﻥ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻰ ) ( 5.5ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻯ ) ( 0.65ﻭﺒﻠﻐﺕ ) ﺕ ( ﺍﻝﻤﺤﺴﻭﺒﺔ )
، ( 2.53ﻭﻓﻰ ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﺘﺴﻠﻕ ﻭﺍﻹﻨﺘﻘﺎل ﺠﺎﺀ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻰ ﻓﻰ ﺍﻝﻘﻴﺎﺱ ﺍﻝﻘﺒﻠﻰ ) ( 2.5ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻯ )
( 9.1ﻭﻓﻰ ﺍﻝﻘﻴﺎﺱ ﺍﻝﺒﻌﺩﻯ ﺠﺎﺀ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻰ ) ( 8.5ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻯ ) ( 0.54ﻭﺒﻠﻐﺕ ﻗﻴﻤﺔ ) ﺕ ( ﺍﻝﻤﺤﺴﻭﺒﺔ )
، ( 2.34ﻭﻓﻰ ﻗﻴﺎﺱ ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻴﺩ ﺠﺎﺀ ﻓﻲ ﺍﻝﻘﻴﺎﺱ ﺍﻝﻘﺒﻠﻰ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻰ ) ( 2.7ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻯ ) ( 5.1
ﻭﻓﻰ ﺍﻝﻘﻴﺎﺱ ﺍﻝﺒﻌﺩﻯ ﺤﺎﺀ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻰ ) ( 7.2ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻯ ) ( 0.52ﻭﺒﻠﻐﺕ ﻗﻴﻤﺔ ) ﺕ ( ﺍﻝﻤﺤﺴﻭﺒﺔ ) ( 2.8
،ﻭﺒﻠﻐﺕ ﻗﻴﻤﺔ ) ﺕ ( ﺍﻝﺠﺩﻭﻝﻴﺔ ﻝﻜل ﺍﻝﻘﻴﺎﺴﺎﺕ ) ( 2.2ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻝﺔ ) ، ( 0.05ﻴﻼﺤﻅ ﺍﻥ ﻗﻴﻤﺔ ) ﺕ ( ﺍﻝﻤﺤﺴﻭﺒﺔ ﻝﻜل
10
ﻗﻴﺎﺴﺎﺕ ﺍﻹﺨﺘﺒﺎﺭ ﻜﺎﻨﺕ ﺃﻜﺒﺭ ﻤﻥ ) ﺕ ( ﺍﻝﺠﺩﻭﻝﻴﺔ ﻤﻤﺎ ﻴﺅﻜﺩ ﺃﻥ ﻫﻨﺎﻙ فروق ذات داللة إحصائية بين القياسين القبلى والبعدى فى
إختبارت األنشطة الحركية لمصابى الشلل الدماغى لصالح القياسات البعدية ﻓﻰ ﺍﻻﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﻴﻭﻤﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ -:ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ
ﻝﻠﻤﺸﻰ -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻤﻥ ﻭﻀﻊ ﺍﻝﺭﻗﻭﺩ – ﺍﻝﺘﻨﻘل -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﺘﺴﻠﻕ ﻭﺍﻹﻨﺘﻘﺎل -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻴﺩ ؟
ﻭﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺘﺠﻴﺏ ﻋﻠﻰ ﻓﺭﺽ ﺍﻝﺒﺤﺙ ﻭﺍﻝﺫﻯ ﻴﻨﺹ ﻋﻠﻰ ﺍﻻﺘﻰ - -:ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻘﻴﺎﺴﻴﻥ ﺍﻝﻘﺒﻠﻰ
ﻭﺍﻝﺒﻌﺩﻯ ﻓﻰ ﺇﺨﺘﺒﺎﺭﺕ ﺍﻷﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﻝﻤﺼﺎﺒﻰ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻰ ﻝﺼﺎﻝﺢ ﺍﻝﻘﻴﺎﺴﺎﺕ ﺍﻝﺒﻌﺩﻴﺔ ﻓﻰ ﺍﻻﻨﺸﻁﺔ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﻴﻭﻤﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ
-:ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﻤﺸﻰ -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻤﻥ ﻭﻀﻊ ﺍﻝﺭﻗﻭﺩ – ﺍﻝﺘﻨﻘل -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ ﻝﻠﺘﺴﻠﻕ ﻭﺍﻹﻨﺘﻘﺎل -ﺍﻝﻨﺸﺎﻁ ﺍﻝﺤﺭﻜﻰ
ﻝﻠﻴﺩ ؟
ﻭﻗﺩ ﺃﻜﺩﺕ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺩﺭﺍﺴﺔ :ﺩﺭﺍﺴﺔ :ﻤﺼﻁﻔﻰ ﺤﺎﻤﺩ ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ ﺩﻋﺒﻴﺱ ) ﻤﺎﺠﺴﺘﻴﺭ 1996 ،ﻡ ( ﻭﺍﻝﺘﻰ ﺍﺸﺎﺭﺕ ﺍﻝﻰ ﺍﻥ
ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻤﻘﺘﺭﺡ ﺃﺜﺭ ﺇﻴﺠﺎﺒﹰﺎ ﻓﻰ ﺘﻨﻤﻴﺔ ﻭﺘﻁﻭﻴﺭ ﺍﻻﺩﺍﺀ ﺍﻝﺤﺭﻜﻰ ﻝﻤﺭﻀﻰ ﺍﻝﺸﻠل ﺍﻝﺭﻋﺎﺵ ﻭ ﺘﻘﺩﻡ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺍﻝﺨﺎﻀﻌﺔ
ﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻤﺭﻴﻨﺎﺕ ﺍﻝﺘﺄﻫﻴﻠﻴﺔ ﻭﺍﻝﻌﻼﺝ ﺍﻝﺩﻭﺍﺌﻲ ﻋﻠﻰ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﻀﺎﺒﻁﺔ ﺍﻝﺨﺎﻀﻌﺔ ﻝﻠﻌﻼﺝ ﺍﻝﺩﻭﺍﺌﻲ ﻓﻘﻁ ﻓﻲ ﻤﺘﻭﺴﻁ ﻓﺭﻭﻕ ﺍﻝﻨﺴﺒﺔ
ﺍﻝﻤﺌﻭﻴﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻤﻘﺩﺍﺭ ﺘﻘﺩﻡ ﺍﻝﻘﻴﺎﺴﺎﺕ ﺍﻝﺒﻌﺩﻴﺔ ﻋﻥ ﺍﻝﻘﺒﻠﻴﺔ ﻓﻲ ﺠﻤﻴﻊ ﻗﻴﺎﺴﺎﺕ ﺍﻝﻤﺭﻭﻨﺔ ﻭﺍﻝﺘﻭﺍﺯﻥ ﻭﺍﻝﺘﻭﺍﻓﻕ ﻭﺍﻝﻘﺩﺭﺓ ﻭﺍﻝﺭﻋﺸﺔ ﻗﻴﺩ
ﺍﻝﺒﺤﺙ ﻜﻤﺎ ﻴﺅﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﻤﺭﻴﻨﺎﺕ ﺍﻝﺘﺄﻫﻴﻠﻴﺔ ﺒﺄﻹﻀﺎﻓﺔ ﻝﻠﻌﻼﺝ ﺍﻝﺩﻭﺍﺌﻲ ﺇﻴﺠﺎﺒﻴﹰﺎ ﻋﻠﻰ ﻗﻴﺎﺴﺎﺕ ﺍﻝﻤﺭﻭﻨﺔ ﻭﺍﻝﺘﻭﺍﺯﻥ ﻭﺍﻝﺘﻭﺍﻓﻕ ﻭﺍﻝﻘﺩﺭﺓ
ﻭﺍﻝﺭﻋﺸﺔ ﻭﻁﻭل ﺨﻁﻭﺓ ﺍﻝﻤﺸﻲ ﻝﻤﺭﻀﻰ ﺍﻝﺸﻠل ﺍﻝﺭﻋﺎﺵ ،ﻭﻜﺫﻝﻙ ﺩﺭﺍﺴﺔ ﺩﺭﺍﺴﺔ :ﻤﺤﻤﻭﺩ ﺼﻼﺡ ﺍﻝﺩﻴﻥ ﻋﺒﺩﺍﻝﻐﻨﻰ ) ﻤﺎﺠﺴﺘﻴﺭ ،
2000ﻡ ( ﻭﺍﻝﺘﻰ ﻜﺎﻨﺕ ﺍﻫﻡ ﻨﺘﺎﺌﺠﻬﺎ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻘﻴﺎﺱ ﺍﻝﻘﺒﻠﻰ ﻭﺍﻝﺒﻌﺩﻯ ﻓﻰ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺤﺭﻜﻰ ﻝﻼﻓﺭﺍﺩ
ﺍﻝﻤﺼﺎﺒﻴﻥ ﺒﺎﻝﺸﻠل ﺍﻝﻨﺼﻔﻰ ﻭﺫﻝﻙ ﻋﻠﻰ ﻤﺨﺘﻠﻑ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻹﺼﺎﺒﺔ ﻤﻤﺎ ﻴﻭﻀﺢ ﺍﻷﺜﺭ ﺍﻹﻴﺠﺎﺒﻰ ﻝﺘﻤﺭﻴﻨﺎﺕ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻤﻘﺘﺭﺡ ﻓﻰ
ﺘﺤﺴﻴﻥ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺤﺭﻜﻰ .
ﻜﻤﺎ ﺃﺸﻴﺭ ﺍﻝﻰ ﺍﻥ ﺘﻀﺎﻓﺭ ﺍﻝﻌﻼﺝ ﺍﻝﻁﺒﻰ ﻤﻊ ﻨﺸﺎﻁ ﺭﻴﺎﻀﻰ ﺘﺄﻫﻴﻠﻰ ﻁﺒﻘﹰﺎ ﻝﻘﺩﺭﺍﺕ ﺍﻝﻤﺭﻴﺽ ﻭﻴﺯﺩﺍﺩ ﺫﻝﻙ ﺘﺩﺭﻴﺠﻴﹰﺎ ﺍﻝﺸﺊ ﺍﻝﺫﻯ
ﻴﺤﺩﺙ ﺘﺎﺜﻴﺭﹰﺍ ﺇﻴﺠﺎﺒﻴﹰﺎ ﻤﻠﺤﻭﻅﹰﺎ ﻋﻠﻰ ﻭﻅﺎﺌﻑ ﺃﻋﻀﺎﺌﻬﻡ ﻁﺒﻘﹰﺎ ﻝﺭﺃﻯ ﻤﻌﻅﻡ ﻓﺴﻴﻭﻝﻭﺠﻴﺎ ﺍﻝﺭﻴﺎﻀﺔ ﻭﺍﻝﻁﺏ ﺍﻝﺭﻴﺎﻀﻰ ) ، (2ﻜﻤﺎ
ﺍﻭﻀﺢ ﺍﻝﺒﻌﺽ ﺍﻝﻰ ﺍﻥ ﺒﺭﻨﺎﻤﺞ ﺍﻝﻌﻼﺝ ﺍﻝﻁﺒﻴﻌﻰ ﻭﺍﻝﺫﻯ ﻓﻴﻪ ﻴﺘﻡ ﺘﺼﻤﻴﻡ ﺒﺭﺍﻤﺞ ﻝﺘﺸﺠﻴﻊ ﺍﻝﻤﺭﻴﺽ ﻋﻠﻰ ﺒﻨﺎﺀ ﻗﺎﻋﺩﺓ ﺼﻠﺒﺔ ﻴﻨﻁﻠﻕ
ﻤﻨﻬﺎ ﻝﻼﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺘﺤﺴﻴﻥ ﻁﺭﻴﻘﺘﻪ ﻓﻲ ﺍﻝﻤﺸﻲ ﻭﺤﺭﻜﺘﻪ ﺍﻹﺭﺍﺩﻴﺔ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺒﺭﺍﻤﺞ ﺇﻁﺎﻝﺔ ﺍﻝﻌﻀﻼﺕ ﻝﻠﺤﺩ ﻤﻥ ﺍﻨﻘﺒﺎﻀﻬﺎ
ﺍﻝﻤﺭﻀﻲ .ﻭﻴﻌﺘﻘﺩ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺨﺒﺭﺍﺀ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺭﻴﺽ ﺍﻝﺸﻠل ﺍﻝﺩﻤﺎﻏﻲ ﻝﺒﺭﻨﺎﻤﺞ ﻋﻼﺝ ﻁﺒﻴﻌﻲ ﻤﺩﻯ ﺍﻝﺤﻴﺎﺓ
ﻴﻌﺘﺒﺭ ﺃﻤﺭﺍ ﺤﻴﻭﻴﺎ ﻝﻠﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻝﻤﻘﻭﻴﺔ ﺍﻝﻌﻀﻠﻴﺔ ﻭﺘﺭﻜﻴﺏ ﺍﻝﻌﻅﺎﻡ ﻭﺍﻝﻭﻗﺎﻴﺔ ﻤﻥ ﺇﺼﺎﺒﺔ ﺍﻝﻤﻔﺎﺼل ﺒﺎﻝﺨﻠﻊ.
-5ﺍﻝﻤﺼﺎﺩﺭ ﻭﺍﻝﻤﺭﺍﺠﻊ -:
-1ﻤﺤﻤﺩ ،ﻋﻼ ﺍﻝﺩﻴﻥ ) ، ( 2006ﺍﻝﺭﻴﺎﻀﺔ ﻭﺍﻝﺼﺤﺔ ،ﺹ12
) 2000ﻡ ( ﺭﻴﺎﻀﺔ ﺍﻝﻤﻌﺎﻗﻴﻥ ،ﺍﻻﺴﺱ ﺍﻝﻁﺒﻴﺔ ﻭﺍﻝﺭﻴﺎﻀﻴﺔ ،ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﺍﻝﻌﺭﺒﻰ ،ﺍﻝﻘﺎﻫﺭﺓ ، -2ﺭﻴﺎﺽ ،ﺃﺴﺎﻤﺔ
ﻁ ، 1ﺹ56 ، 136
-3ﺨﻴﻭﻥ ،ﻴﻌﺭﺏ ) 2002ﻡ ( ﺍﻝﺘﻌﻠﻡ ﺍﻝﺤﺭﻜﻰ ﺒﻴﻥ ﺍﻝﻤﺒﺩﺍ ﻭﺍﻝﺘﻁﺒﻴﻕ ،ﺒﻐﺩﺍﺩ ،ﻤﻜﺘﺏ ﺍﻝﺼﺨﺭﺓ ﻝﻠﻁﺒﺎﻋﺔ ،ﺹ( 21
11
-4ﺇﺒﺭﺍﻫﻴﻡ ﺤﻠﻤﻰ ،ﻓﺭﺤﺎﺕ ﻝﻴﻠﻰ ﺍﻝﺴﻴﺩ ) 1998ﻡ ( ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻭﺍﻝﺘﺭﻭﻴﺢ ﻝﻠﻤﻌﺎﻗﻴﻥ ،ﻁ ، 1ﺩﺍﺭ ﺍﻝﻔﻜﺭ
ﺍﻝﻌﺭﺒﻰ ) ﺹ ، 98ﺹ ، 100ﺹ ، 102ﺹ(369
-5ﺍﻝﺯﻏﺒﻰ ﺃﺤﻤﺩ ﻤﺤﻤﺩ ) 2003ﻡ ( ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺨﺎﺼﺔ ﻝﻠﻤﻭﻫﻭﺒﻴﻥ ﻭﺍﻝﻤﻌﻭﻗﻴﻥ ﻭﺴﺒل ﺭﻋﺎﻴﺘﻬﻡ ﻭﺍﺭﺸﺎﺩﻫﻡ ،
ﺩﺍﺭ ﺯﻫﺭﺍﻥ ،ﻋﻤﺎﻥ ) ﺹ ، 190ﺹ( 192
-6ﻤﺠﻠﺔ ﻋﻠﻭﻡ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ ،ﺍﻝﻌﺩﺩ ﺍﻝﺜﺎﻝﺙ ،ﺍﻝﻤﺠﻠﺩ ﺍﻝﺜﺎﻝﺙ 2010 ،ﻡ
-7سالفة حسن حواط ) ماجستير2012 -م ( بعنوان :أثر برنامج عالجى فى تنمية اللغة االستقبالية عند أطفال الشلل الدماغى .
Htt//damascusuniversity.edu.sy/faculties/edu/2011-09-26-11-04/37/summeries
-8ﻤﺤﻤﻭﺩ ﺼﻼﺡ ﺍﻝﺩﻴﻥ ﻋﺒﺩﺍﻝﻐﻨﻰ ) ﻤﺎﺠﺴﺘﻴﺭ 2000 ،ﻡ ( ﺒﻌﻨﻭﺍﻥ :تأثير برنامج تمرينات مقترح لتأھيل العضالت المصابة فى
حاالت الشلل النصفى .
http://scienceofhealthsports.blogsport.com/
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