نشریه تعلیم و تربیت استثنایی
سال پانزدهم شماره 130 (اردیبهشت 1394)

Attention-deficit hyperactivity disorder (ADHD)، has harmful effect on education and relationship with parents، teachers and the others. The aim of this research was to study the simultaneous effects of intervention strategies in reduce the impulsive type of ADHD’s symptoms. The research is based Multiple baseline experimental single case study in sixteen weekly session using on a high school boy student with mental retardation. The data is collected with clinical interview using diagnostic criteria for attention-deficit hyperactivity disorder (DSM-IV TR)، Conners teacher rating scale form (1969)، parent form (1999). It is analyzed based on improvement percentage and reliable change index (RCI). Consequences showed that the effects of intervention strategies in reduction of impulsivity are meaningful in clinical aspects. Simultaneous effects of intervention strategies in reduction of impulsivity are efficient and effective.

Theory of Mind is a comprehensive and general term about the state of intention that determines the quality of a person's social interaction and without it; we would not be able to interpret the actions of others. While researchers express the causative role of language in Theory of Mind’s development as a social and fundamental capacity, recent studies have suggested a close link between the executive functions and Theory of Mind. On the one hand, despite the devastating and degrading effects of hearing loss on the development of language and communication in children with impaired hearing, and on the other hand the relationship between components of language with the development of Theory of Mind and executive functions, the study of Theory of Mind’s developmental trend in these children becomes necessary. Thus, the purpose of this study is to review the role of language and its main components (Syntax, Semantics and Pragmatics) in the development of children’s Theory of Mind and examine how is the development of theory of mind among deaf children according to their language problems. Finally, we have tried to explain the relationship between language, executive functions and Theory of Mind among deaf children.

Regarding the difficulty about working in exceptional schools and the presence of exceptional students facing numerous problems in such schools, this study aims to analyze the relationship between life quality & Job involvement of Sari-based exceptional schools staff. The present research is descriptive & correlative and the statistical community includes all Sari-based exceptional educational department staff as 135 individuals selected by simple random sampling method as the statistical sample. The study instrument is 100-item scale summarized life quality form of World Health Organization (WHO) with reliability coefficient 0.84 to measure life quality and Lodhal & kejner test with reliability coefficient 0.73 to investigate Job involvement level among the staff. The results indicated that there is a meaningful relationship between life quality & Job involvement of the staff and besides, the results from the regression revealed that the environmental health variable has the maximum & physical health has the minimum effect on the criterion variable. Also the present study driven results denote that the individual's gender & marriage has no role in life quality level & their Job involvement. the Job involvement can increase by improving life quality.

Mental retardation is one of the most common mental disabilities that are allocated about 3% of the world's population. The purpose of this study was to examine the relationship between IQ with dynamic and static balance in mental retardation children. Our subjects included 31 male mentally retarded students in two groups (CTL, 14 patients with a mean age of 11/07±3/02years, height 152±7/86cm, weight 44/07± 8/08kg) and (17 TRN group with a mean age 11/23 ± 1/95years, height 147±7/07cm, weighing 38/11±4/85kg) of the sample selected. Demographic data includes: height, weight and medical records and also the IQ of them were collected. For evaluate the results used Pearson correlation test. The results showed no significant relationship between IQ and balance (p≤0.05). People with Mental retardation compared with normal people delays in motor development and lower IQ levels are that seems to be reducing their balance. Also Improvementthe balance skills through of design a balance and implementation of training programs for mentally retarded children from sports coaches and teachers, especially in the younger ages, their movement patterns are emerging, it can be stressed.

The present study has been done in order to examine and compare problem solving and dyadic adjustment in exceptional and normal children mothers. This research is a descriptive plan of Causal-comparative type. The study population includes all handicapped and normal children mothers of Mashhad that 63 individuals has been selected among exceptional children mothers and 67 individuals has been selected of normal children mothers by available sampling. Data has been obtained by Cassidy and Long problem solving questionnaire and Dyadic Adjustment Scale(DAS) and has been analyzed by independent T-test and Pearson correlation coefficient. The results showed that marital adjustment of exceptional children’s mothers was significantly less than normal children’s mothers (t= 8/8,p<0/001). When facing a problem, mothers of exceptional children use Lesser efficient style of problem solving (t= 7/02, p<0/001). When as, they use more Inefficient style of problem solving (t= 8/08,p<0/001). An handicapped child in a family has effect on marital adjustment and styles of problem solving of mothers. according to findings of this study revealed that marital adjustment and its dimensions as agreement between two people, twosome Correlation, expression of love, marital satisfaction of exceptional children’s mothers was less than normal children’s mothers. Therefore, can conclude that inefficient style of problem solving in family cause difference between family members and for this reason, is reduced marital adjustment. Hence, special courses about family training and individual and group counseling on problem solving skills and coping strategies with stressful issues of life are necessary for parents of exceptional children, until improve relationships between family members and couples.

The main problems facing HI children are communication and language deficits. However, HI children have also a higher risk for motor and more specifically balance deficits, which may often be overlooked. It is Known that vestibular dysfunction in approximately 20% to 70% of HI children. It would therefore be important to evaluate vestibular deficit in children with SNHL to identify any delay of motor development as early as possible to allow for early referral for intervention.

The inclusive education refers to universal accessibility for all children to society’s training resources and adapts these to educate students with special needs beside regular students in normal schools. In this approach, all students can to learn with appropriated adaptations. The purpose of this approach is children with special needs should be taught in the nearest school to their houses. This approach began at the earlier of 80 decade in our country based on society needs and doing the international commitments; nonetheless there are also challenges and limitations. Professional information helps to act correctly and exactly this approach. This article study Matter, procedure, Challenges and Strategies of inclusive education and condition Inclusive education in Kerman province.

Consider for a moment that the school system paid someone to be with you supporting you 8 hours a day, 5 days a week. Now, imagine that you had no say over who that support person was or how she or he supported you. Or imagine that someone regularly stopped into your place of employment to provide you with one-on-one support. This person was present for all your interactions, escorted you to the restroom, and at times supported you by touching your back or shoulder or by manipulating our hands, head, or other parts of your body. This support person might also give you oral directions for upcoming tasks. • Would you become more independent or more dependent? • How would this support change your relationships with your peers? • Would you notice a loss of privacy or freedom? • Would this person’s presence affect your creativity? • At times, would you feel self-conscious about having someone supporting you? • What if you asked him or her to move away from you and he or she did not? • What would happen if you did not want him or her to touch you? • What would you do? • Do you think that you might develop negative behaviors? Now consider how your presence affects the students whom you support. Inclusion is a way of thinking, a way of being, and a way of making decisions about helping very one belong. Educators must provide supports that align with that vision. To enact the golden rule of adult support, educators need to imagine themselves receiving support from others. Educators need to think about how they would wish to be supported. They then need to give support that is planned and responsive to students’ wishes, in addition to being discreet and unobtrusive. With knowledge, imagination, and the golden rule, educators can furnish adult support that embodies the true philosophy of inclusion.