نشریه تعلیم و تربیت استثنایی
سال چهاردهم شماره 128 (بهمن و اسفند 1393)

The objective of this study was to compare the general health between deaf handicapped and normal adolescents. The database was drawn from the comparison of 100 deaf and normal adolescents’ students (males and females) in Tabriz. The method is causal-comparative, with utilization of the (GHQ) to measure general health variables (general health, body symptoms, social dysfunction, anxiety and acute depression). Data were analyzed through one way Analysis of Variance (ANOVA). Results indicate significant differences between deaf and normal students in general health. Analyzing of data shows that there is a significant difference between gender and the factors of general health. It can be concluded that there are significant differences in general health, body symptoms, social dysfunction and anxiety in the subjects of deaf handicapped and normal adolescents, but there is no significant difference in degree of depression.

Perceived stress in the parent – child system is called parental stress that it includes the pathogenic characteristics of the child and parent's responses to stress. Therefore, coping skills training to parents with exceptional children like deafness is very important. This study aimed to determine the effectiveness of training coping skills program on parental stress of mothers with deaf children in 1-3 years old. In this study, a pre-test and post-test with control group is used. Population of study included all mothers with deaf children who live in Gorgan province and they were covered by the Social Welfare Department. Mothers randomly selected from the first 24 patients, and then participants were assigned into two groups, randomly. The experimental group received 12 sessions about coping skills. Questionnaire to measure parental stress Barry and Jones (1995) were evaluated. The results of the analysis of covariance show that coping skills training reduce levels of stress in mothers with deaf children, significantly. Provided coping programs can significantly reduce the level of stress in the mother.

This research is a semi-empirical type research (pre-test and post-test with control group) which is done with the aim of examining the efficiency of play therapy on visual memory, concentration and attention of educable mentally retarded female students. Therefore, 30 educable mentally retarded female students were selected according to Wechsler scale grades and then they were divided randomly to two groups; control and experiment (15 students in each group). Both groups were examined by Benton and K.L.T. tests in their visual memory, concentration and attention. Then play therapy administered in experiment group in 13 sessions of 45 minutes. Finally, both groups complete post-tests. Results indicate that interventions were useful and there is a significant difference between two groups (1/00, 0/952). Data show that play therapy has a significant influence on visual memory, concentration and attention.

Using information and communication technology increases learning skills, content of information and knowledge. Increased knowledge and development of skills and real-world data that can be used by people with special educational needs will be useful. It can play an important role in training applied knowledge to the exceptional students. Advances in information and communication technology led to improve teaching and learning of students with special education needs.

ICT for students is classified into two classes of assistive technology and educational technology. Assistive technology is a generic term and rehabilitation devices, adaptive aids for people with disability that it includes all rehabilitation devices, adaptive aids for people with a disability and all stages of the selection of appropriate tools to identify and use. Educational Technology includes a variety of software and hardware combined with innovative teaching practices to meet the learning needs of students in the class. Assistive technology and technology education for exceptional students have many types that they are explained with detail in this paper.

Social skills deficits are recognized as a defining feature of Autism Spectrum disorder. Video modeling is a versatile intervention that capitalizes on the potency of observational learning. This approach has wide utility for people with Autism Spectrum disorder, promotes independent functioning, and can be used to address numerous learner objectives, including behavioral, self-help, communication, and social objectives.

Web based training is one of the new instructional technologies that could have created a suitable environment for instruction-with regarding acquisition knowledge approaches of constructivism and objectivism and by applying computer and web. Since students with special needs have some limitations in learning, rather than normal ones, it seems that web based instruction have an important role in compensation of this learning limitations. With reviewing of related studies of web based instruction field, current article attempt to introduce theoretical bases and information, guidelines and steps of planning and evaluation, an example of instructional model, effectiveness, privileges and defections upon web based instruction for students with special needs. Results indicate that web based instruction enable probability of learning for students with special needs in any field, any time and any place by providing attractive contents. Regarding to the problems about distance instruction, it needs to plan and improve elements of web based instruction programs for special needs students by attention to these problems.

This research study has been designed to investigate the status of pre-vocational and vocational training programs for the persons with disabilities in Karachi. Data were collected with the help of structured questionnaire from 23 special schools located in Karachi and selected through purposive sampling. Hypotheses were tested through percentage and Chi-square method. Results of the study indicated that most of the special schools were offering only pre-vocational training programs and few schools were offering vocational courses. The reason for providing vocational courses was that fewer resources were needed to conduct the courses and not because of the market demands. There was no standard curriculum for the vocational courses offered to special students. The special schools did not have any record as to where as the students were absorbed after leaving the schools. Some students got jobs in the skill areas in which they were trained, some got jobs in other areas and some were said to”go home” with no further details on their activities. It was concluded that there are no such affective pre-vocational and vocational training programs for the persons with disabilities in Karachi.