نشریه تعلیم و تربیت استثنایی
سال سیزدهم شماره 122 (اسفند 1392)

The purpose of the study is to investigate the effective ness of cognitive – behavioral therapy on general health and depression symptoms of mothers with deaf children. For this object, 33 mothers with deaf children selected from one of the centers which deaf children registered for receiving therapy and rehabilitation services. Subjects completed GHQ and SCL-90 and then participated in 6 intervention sessions. Also they completed the above- mentioned questionnaires after intervention, again. Data analyzed with dependent t-test. Findings indicated that general health and depression symptoms of mothers significantly increased (P<0.001) and decreased (P<0.05) after the intervention sessions respectively. In sum, cognitive – behavioral therapy had positive effect on general health and depression symptoms in mothers of deaf children.

The present study compares the components of neuroticism in parents of autistic children, mental retarded and normal in the city of Tabriz. The plan of current study is casual-comparative. Population of study included all parents of children with 4-15 years old who live in Tabriz. In line with the above three groups of 45 parents (15 per group) were participated as an in access sample. Normal children in this study through the clinical groups were matched with. The parents of these children were asked to complete the NEO-FFI (part of the neuroticism). Data were analyzed using, multivariate analysis of variance (MANOVA) and LSD post hoc test. Findings showed that parents of autistic children have the highest average in the following components neuroticism. These differences in depression and impulsivity components of the parents mental retarded was not significant. The parents of autistic children with the highest average in these components were the parents of mental retarded. This difference in anxiety and impulsivity Component was not significant with normal parent’s mental retarded children. This study showed that parents of autistic and mental retarded children more than parents of normal children had higher neuroticism.

Attribution retraining is a training intervention that aimed to remove motivational problems for learning in students and modify their thinking about causal attributions. Consequently, it increases their self-esteem and expectation level for success. On other hand, cognitive strategies are learning instruments which aimed to help students for acquisition, organization, saving knowledge and skill, and facilitate to use them in future time. Meta-cognition strategies mean some instruments for guiding and supervising cognitive strategies. Successful learners can replace ineffective cognitive strategies with effective ones. It is important to evaluate problem-solving methods and their outcomes before applying them. The students who master on learning strategies are more successful during problem-solving process. The present paper discusses how attribution retraining, cognitive and metacognitive strategies can help intellectually disabled students to use their thinking and behaviors for problem-solving.

Autism is a sub-category of the developmental pervasive disorders that it has severe effects on individual functions. Autism will be emerged during the third years of life. It is diagnosed by following signs: deficiency in communication, stereotype behaviors and deficiency in social skills. Currently, in some of the exceptional schools established special classes for autistic children. According to the studies, we found that teaching to these children is so hard. Providing an interesting environment, communicating and enjoying of living with autistic children are concerns of teachers who work with autistic children. In this article, it is tried to provide a brief explanation and definition of autism and then introducing benefit strategies for helping teachers for adjusting educational-therapeutic activities with developmental characteristics of autistic children.

The low of training for all disabled children assures the right of using free education for children with disabilities. A part of this low included the communication of disabled children with normal children in formal training classes, as well as formal physical education. A problem that all teachers of physical education encountered is the applying inclusive training in schools, ineffectively. Since, no one attended to special techniques, in access models and practical protocols for inclusive training of physical education. Therefore, the acts lead to a weak planning and performing of inclusive training and most of teachers did not accept the responsibility of disabled children. Inclusive training does not mean as settling disabled children, without protection, in formal classes. Inclusive training defined as using special plan for disabled children that it could be performed with the service and protection in formal physical education. Finally, all students (normal and disabled) have to learn how they can live, work and play together. So, the time of formal physical education should be increased.

Previous studies showed that hearing damage has influence on most of educational abilities and it decreases the progression. Also, hearing damage has a clear effect on educational learning, as well as mathematics. Listening skill is a fundamental part of language skills. If this skill affect by loss hearing, other skills like speaking, writing, reading and mathematics will be affected, too. Providing various methods of teaching- learning is so important for progress of inference thinking and cognitive structures of mathematics as well as developing content perception in rehabilitation of students with deafness. Therefore, in this article, it is tried to provide useful strategies for teachers of students with damaged hearing in promoting the quality of mathematics training.