A master's thesis at the College of Education for Women at the University of Basra examined the effect of the shadow representation strategy on developing visual perception and writing skills among deaf and mute students. The study, presented by researcher Walaa Mu'aybid Khalaf, aimed to identify the effect of the shadow representation strategy on developing visual perception and writing skills among deaf and mute students. The thesis included four chapters: The first chapter addressed the research problem, its importance, the research objective, research hypotheses, research limitations, and terminology. The second chapter included two axes: the first, a theoretical background (active learning and shadow play strategy, visual perception, and writing skills), and the second, previous studies. The third chapter covered the research methodology and procedures, including the research community and sample, the research tools (visual perception test and writing skills test), and statistical methods. The fourth chapter included the presentation and interpretation of the results, conclusions, proposals, and recommendations. The thesis concluded: This strategy was distinguished by its inclusion of silent theater that was compatible with the abilities and capabilities of deaf and mute students, as it addressed their senses in an integrated manner, relying primarily on the sense of sight, which is the primary window for acquiring linguistic knowledge for this group and compensating for the absence of hearing and speech. The use of shadow play, which this strategy entailed, contributed to increasing students' interaction with lessons and attracting their attention to the educational content, which led to motivating them to participate and breaking the barrier of fear, shyness, and tension that had existed. It accompanies them at the beginning of the experience.
Department of Media and Government Communication/College of Education for Girls