نشریه تعلیم و تربیت استثنایی
سال چهاردهم شماره 125 (امرداد و شهریور 1393)

The aim of present study was to predict behavior problems of preschool children with intellectual disability based on parenting style of their mothers. This study is descriptive -correlation. The statistical population of this research includes the whole mothers of preschool children with intellectual disability in Shiraz city. The sample includes 58 mothers of preschool children with intellectual disability that were selected by purposeful sampling. Parenting Styles Questioner (Robinson et al., 1995) was used for measuring of parenting styles and Shahim and Yousefi’ Behavior Problems Questionnaire was used for measuring of behavior problems. Regression analysis indicated that authoritarian and permissive parenting styles were significant and positive predictors of fear, social behavior and aggression (P<0/05). Also, the results show that the authoritarian parenting style was significant and negative predictor of fear, social behavior and aggression (P<0/05). It is worth noting that in this study, there isn’t significant correlation between the authoritarian style, authoritative style and permissive style with attention deficit. According to the findings, designing a workshop for enhancing knowledge and awareness of parents about parenting styles and effects of parenting styles on their children is necessary. So, changing parent's attitudes about parenting styles and improving family relationships behavior can lead to reduction in behavioral problems in students with intellectually disability.

The purpose of the present study is to evaluate the impact of using multimedia training on learning science in deaf learners. Thirty deaf learners of the sixth grade of exceptional schools in Tehran were chosen through a multi-stage cluster sampling approach and they were examined in two groups of experiment and control. In order to investigate, the final test was used in pre-test. Then the proper electronic content of design was performed for experimental group in 45 minutes for 24 sessions and the control group was trained according to usual practices. Upon completion of the course, the final test was performed again for two groups. The results of this study show that using multimedia training was effective in improving learning science by deaf students.

The aim of this study is to investigate and compare the procrastination of blind, deaf and physical- motor handicapped students with respect to their gender roles. The present study is of causal-comparative and cross sectional- comparative type. The statistical population of the study were all 10- 15 year-old blind, deaf and physical- motor handicapped students in Esfahan city in 2012-2013 that among them 90 students were selected by in access sampling method. Data gathering tool included procrastination questionnaire. The questionnaire was completed by mothers of students under study. SPSS software is used to analyze data. Findings show that in subscales of procrastination on assignments and exams, there is significant different between the three groups. Physical- motor handicapped students show higher procrastination. In procrastination on writing was not found significant difference between the groups. Present findings can be used to help students with special needs in educational use.

There are relationship between language and communication disorders, sidedness problems and age in autistic students. This research is aimed to investigate the possible relationship among sidedness, communicative function and age in autistic students. This is a described-analytic research and a kind of cross sectional and comparative one. For these purpose 40 autistic students with age average 10 years and 8 month (SD= 2 year and 5 months) were chosen with convenience sampling method. Communicative function questionnaire were completed by all subjects’ parents. We used observation check list to examine handedness, footedness, and dominant eye and ear. By using of T-test (independent samples t- test) and Friedman K2, data were analyzed. Data analysis indicated that autistic student with age (>13) tended to definite sidedness preference- in hand and ear not in eye and foot (p<0.05) and better communicative function (p<0.05). Importance of intervention rehabilitation for stability of sidedness, especially in younger, can perform important role in having high language and communication skills.

Faranak Program is a Parent-Child Mother Goose Program which uses Cued Speech with parents of hearing impaired kids under three years old in an orally setting environment. The Parent-Child Mother Goose Program is a group experience for parents and their babies and young children who focus on the pleasure and power of using rhymes, songs, and stories together. Parents gain skills and confidence which can enable them to create positive family patterns during their children's crucial early years, and give their children healthy early experiences with language and communication. The Program can be run in a variety of settings and can be offered either to a particular client group or to the public at large. We used the pleasure and power of rhymes, songs and stories taught and experienced orally in a group setting to nurture the parent-child relationship and to foster family wellness in families of deaf babies (under 3 years old).Weekly sessions were held for the group of parents with their children. Pre-test and post-test was used to evaluate their stress level, acceptance and mental health. The Faranak parent-Child(Mother goose) program can be used as an effective early intervention program which has both psychological and audiological, rehabilitation aspects in it for newly diagnosed hearing impaired infants and their parents.

This article provides an over view of strategies used in the prevention and intervention of anxiety disorders in children. The present research aimed to review and deliberate the anxiety disorders in children, their causes and the intervention ways, referred to the psychological articles and recourses. Anxiety disorders are the most prevalent disorders in children. These disorders are associated with high social costs and impose personal distress. Therefore most therapists paid special attention to them. This study has discussed Adlerian Theory and cognitive- behavioral therapy which are two distinguished methods in preventing and treatment of these disorders. Since Adlerian theory considers parenting styles and parent's modeling styles, it is mostly a preventing method. And cognitive- behavioral therapy which presents strategies for coping with anxiety disorders is mostly a therapeutic style.

This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different (commonly occurring) forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers to children who have difficulty in mastering the relationships between the spelling patterns of words and their pronunciations. These children typically read aloud inaccurately and slowly, and experience additional problems with spelling. Dyslexia appears to arise principally from a weakness in phonological (speech sound) skills, and there is good evidence that it can be ameliorated by systematic phonic teaching combined with phonological awareness training. The other major form of reading difficulty is reading comprehension impairment. These children read aloud accurately and fluently, but have difficulty understanding what they have read. Reading comprehension impairment appears to arise from weaknesses in a range of oral language skills including poor vocabulary knowledge, weak grammatical skills and difficulties in oral language comprehension. We suggest that the omission of reading comprehension impairment from DSM-5 is a serious one that should be remedied. Both dyslexia and reading comprehension impairment are dimensional in nature, and show strong continuities with other disorders of language. It argues that recognizing the continuities between reading and language disorders has important implications for assessment and treatment, and we note that the high rates of comorbidity between reading disorders and other seemingly disparate disorders (including ADHD and motor disorders) raises important challenges for understanding these disorders.