نشریه تعلیم و تربیت استثنایی
سال پانزدهم شماره 132 (تیر 1394)

A driving factor in children toward risky behavior is the procedure of training by parents. The aim of this study is to investigate the relationship between parenting styles of parents with children with deaf students with risky behaviors of students. 83 out of 80 people in the 92-91 Persian academic year studying in special schools for deaf in the city of Karaj، were selected. Data analyzed by inferential statistical methods such as ANOVA and Pearson. Data gathered by questionnaire. The relationship between parenting styles and trends to risky behaviors in deaf students isn''t significant. It seems that education due to constant relation with deaf students and their parents can be fruitful in two fields such as counselors interact with students for awareness and risk behaviors and family education sessions for parents.

Development of theory of mind is a social cognition factor that more attended by researcher. This ability is important for social function and helps children to coordinate their relations with others. The purpose of this study is comparing developmental theory of mind in student with and without learning disability and its correlation with demographic variables (age، gender، education and economic states) This is a Causal-comparative research. Population of study includes students with and without learning disorder who were in Ghouchan registered and enrolled in regular schools. Samples were selected through available sampling and then among students with learning disorder that registered in Omid rehabilitation and training center for learning specific difficulties، 80 students were chosen. Sample group of student without learning disorder were coherent. Data collection is done by theory of mind testing and the researcher made questionnaire (includes 38 questions). Findings show that there is significant difference between theory of mind of total scores and its levels (level one، two and three) in ordinary students and students with learning disorder (p<0. 01). Students with learning disorder had not good performance on the theory of mind tasks than ordinary students.

The purpose of this research is Pre-vocational assessment of mentally retarded students. Population of study includes all teachers who work in Khodabande Province. Among all، 30 parent of children with mental retardation and 30 teachers at Exceptional schools were selected as sample group. Data obtained by using two questionnaires. The results were analyzed by using the descriptive statistics. Findings indicate that it is better for training pre-vocational skills to mentally retarded students، educational needs such as social skills، cognitive skills، basic educational skills، interpersonal skills، relation skills، performance skills، self-assurance reinforce، creativity reinforce، use expert to train career skills، train proper skills and careers، service training for teachers and train prospering jobs with student’s social setting، apply in Training program. The results indicate that mentally retarded students regardless reasons and level of their mentally retardation، requires education that prepared them for independent living. Apply of training programs to enhance ability to act more independently in everyday life is essential. One of the important actions for access to this aim is pre-vocational assessment for mentally retarded students. In fact، pre-vocational training skills are necessary for preparing mentally retarded children for professional courses and workplace training.

The purpose of the present study was to compare the life satisfaction in students with and without visual impairment. Sample of study includes 120 students (56 male and 64 female) in integration guidance and high school of Shiraz city in 2011-2012. Sixty of the students were with visual impairment and sixty of students were without visual impairment. Data were collected using Multi Dimensional Life Satisfaction Scale (Huebner، 2001). Data were analyzed by t-independent test. Findings show that there is no significant difference between dimensions of life satisfaction (family، friends، school، place of living and oneself) in the two groups'' students. Also، it indicates that life satisfaction is the same in the two genders.

The purpose of this study was to study the general health status of exceptional school''s teachers according to marital satisfaction and organizational climate. The statistic population was including 84 of especial school teachers of Yazd which by census sampling، 70 teachers were picked. Instrument of research were ghost health questionnaire (GHQ)، marital satisfaction and enrichment and Organizational climate. Descriptive statics and inferential statics were used for analyzing data. Analysis of data indicate that there is a positive and significant relationship in level of P<0. 05، between the organizational climate and marital satisfaction. Regression stepwise analyze show that from the dimensions of organizational climate and marital satisfaction، subject''s behavior، marital satisfaction، sexual relationship، supporting behavior and religious orientation had the most impact on exceptional teachers mental health. It can be concluded that creating a positive climate in exceptional schools and training strategies in the context of marriage leads to increase mental health of teachers in special schools.

The main purpose of this article is to propose philosophical basis for religious education of mentally retarded persons (based on Mulla Sadra’s theories). The article emphasizes mainly on the ultimate fate and prosperity of these people in Hereafter World. The methods used in preparing the present paper were analysis of Sadra’s texts and deduction. Existence being skeptic، existence being beneficent (blessing)، creation being material (physical)، soul being spiritually survival and substantive motion are of selected philosophical foundations for the religious education of the mentally retarded individuals. Heavenly bliss of mentally retarded people depends on their religious upbringing. What makes their existence different، and thus the difference in the retarded individuals’ blissfulness is the quantity and quality of habits and scientific variations united with their souls، obtained in the process of substantial motion. Practicing religious duties and withholding from committing sins (with help from other grownups)، even though with little understanding and limited will، would not be fruitless and abortive for mentally retarded individuals and result in their highly enhanced hereafter lives. Religious education of mentally retarded individuals should not be ignored because of this misconception that they are not obliged to do religious duties and God does not punish them.

Human growth is dependent upon social interactions، notably essential during the middle childhood years (ages 5-10). Although some children develop differently than others، all experience the same types of mental processes through which، due to a variety of factors، they may become typically achieving، or stunted in their development. Language is a key component of being human. Communication occurs through verbal and nonverbal behavior. People are able to understand what others are trying to encode through multiple processes of interpretation. Humans learn to use language through interaction with others، but are born with the ability to acquire language. Children with Autism spectrum disorders (ASD) acquire language the same way as typically developing children; however، they use a different system of communication. This paper will describe the difficulties in language usage in social situations faced by children with Autism، and will discuss how cognitive development and language acquisition shape the ways in which social interaction differs in typically developing children as compared to children with Autism in middle childhood. It will also illustrate multiple factors that may contribute to the deficiencies noted in ASD and what is being done to address those issues.