نشریه تعلیم و تربیت استثنایی
سال دوازدهم شماره 113 (بهمن 1391)

The purpose of this research is to investigate the correlation between personality dimensions (Five-Factor Model) and job burnout in teachers of exceptional schools in north Khorasan. For this aim 96 teachers of exceptional schools in North Khorasan province (N=141) completed instruments in this study: 1-The Maslach burnout inventory (MBI et al., 1981), contains 22 items that measures three subscales of job burnout: emotional exhaustion, depersonalization, and the lack of a sense of personal accomplishment. 2-Big Five Inventories (BFI, John et al., 1991), with 44 items assess the 5 dimensions of personality: conscientiousness, neuroticism, extraversion, agreeableness, and openness. Cronbach's alpha coefficient was utilized to examine the internal reliability of MBI (r=0.77) and BFI (r=0.81). Data were analyzed with one-sample kolmogrov-smirnov and Person Correlation coefficient, in significant level of P0.05. Our findings indicate that individuals who are higher in neuroticism and lower in extraversion, conscientiousness, and agreeableness are more prone to experience job burnout. So, If education organization use personality assessment as part of their selection systems, then they would be well informed of teachers that are likely to burnout.

The aim of this study was to compare the correlation between parenting styles and general health in parents who had deaf or mental retardation in Karaj city. For this aim 29 parents who had deaf students and 37 parents who had mentally retarded students were recruited and Baumrind's parenting styles questionnaires and General Health questionnaires were used to collect the data. No significant difference was observed between parenting styles and general health in the two groups and parenting styles did not predict the general health.

The analysis of texts in the area of learning disability diagnosis indicates that there are differences for the analysis of learning disability. Two of the most applicable models are "uncoordinated Intelligence coefficient-Progressive" and "intervention prevention" ones. Despite the fact that these two models have had widespread applications especially with the uncoordinated Intelligence coefficient model, there have been some criticism about them. It seems that the existence of one strong theory over the application of uncoordinated Intelligence coefficient -Progressive results in the emergence of a third approach for the diagnosis of learning disability. In this article, there has been an attempt to analyze the necessities for diagnosing the area of learning disability.

The researches indicate that about one third of students with learning disabilities (already the largest group of students with disabilities) have nonverbal or social disabilities. Students with nonverbal learning disabilities, then, not only face academic challenges but have difficulty meeting social expectations, as well as many of life’s other demands. Actually, social skills problems and difficulties with interpersonal interactions are the major problems of children with nonverbal learning disabilities. This article discusses the difficulty with which children with social disabilities establish and maintain friendships, as well as the significance of this difficulty within the school setting. The article also illustrates practical classroom strategies and interventions such as entering/initiating conversation or play with classmates, working in groups, exhibiting empathy, resolving conflict, managing frustration that target select social-skill deficits frequently encountered by students with nonverbal learning disabilities.

Children's world is the world of freshness, happiness, and amazements and play is the best support for the formation of a child's appropriate physical, mental and emotional support.In fact, every aspect of growth and development is in a complex way, connected with other dimensions. If, in any ways, one aspect of child's growth is ignored, or damaged, he/she will fail in reaching his/her potential abilities.A child's leisure time is one of these things that is very effective in his / her growth and education because how a child's leisure time is spent, determines how his/her internal needs are fulfilled and it also provides the field for the development of a child's personality.

In this article, educational and rehabilitational approaches for hard of heaving students have been studied. Educational and rehabilitional approaches are between two spectra of complete visual and audio methods that are selected based on being compatible with a child's conditions and needs.All the efforts are focused on the idea that the hard-of-hearing child will be able to function at the level of a normal child. To reach this goal, appropriate services should be available for the child and his/her family and appropriate communication method should be selected for the child. All the available approaches are good, but not one single approach is effective for all children.

Virtual environments can provide comprehensible structure suitable for the learner's level of understanding and interests by using elements such as story-telling, pictures, words and animation combined with interactive methods. In fact, the learners learn at their own pace and can make mistakes over and over because the computer contrary to people will not get tired of offering the same practices again and again or losing its patience. The obstacles as far as the use of apparatus in the environment are concerned, are divided into four groups:Inappropriate we of tools or apparatus support when needed, difficulties associated with movement and the user's reaction. The role of teacher in the application of these environments and the presentation of concepts in the learning methods and also presentation of good practices are important.