دراسة تحليلية لتطور مناهج التربية الخاصة وتطويرها
This study aimed at answering the two following questions: what were the major circumstances that happened to the special education curriculum during the last three centuries? And what were the real steps that took place during that period of time, in order to develop the special education curriculum?. To answer these two questions, the researcher used an analytical descriptive method of research that depends on studying the real situation as it is and describe it with some details, in order to achieve some conclusions related to the developing of the existing special education curriculum. The researcher also looked at many educational resources such as valuable books and research papers that highly related to this topic. He finally concluded that the special education curriculum was almost neglected during nineteenth century, until some physicians started to change the view by building new curriculum and teaching methods for the handicapped students. A big leap has been started in the twentieth century when Binet developed an I.Q. scale and when Doll developed a scale for social skills. Moreover, many developing systems and important decisions have been declared such as psychological health system, early intervention system, individualized educational program act, and individuals with disabilities education improvement act (IDEA). The evaluation procedures used in the special education curriculum were informal tests, criterion referenced tests norm referenced tests, and governmental tests. Finally, the researcher commented on all these efforts and suggested some recommendations. (Published abstract)