Determining the Impact of Cognitive Rehabilitation on Academic Vitality and Academic Well-Being of Students with Special Learning Disabilities

The present study was conducted with the aim of determining the effect of cognitive rehabilitation on the academic vitality and academic well-being of students with special learning disabilities. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population included all the elementary school students introduced to learning disabilities centers in regions 2, 4 and 5, in the age range of 8 to 12 years in Tehran in the academic year 2021-2022, from which 30 people were selected using the available sampling method. They were tested randomly in two groups of 15 people and assigned as controls. Captain Log's cognitive rehabilitation training program was implemented individually for the experimental group for 16 sessions of 60 minutes, twice a week. To collect data, Martin and Marsh (2008) and Pitrinen, Sweeney and Fialto (2014) academic well-being questionnaires were used. Data were analyzed using multivariate analysis of covariance. The findings of the research showed that by controlling the pre-test effect, there was a significant difference between the post-test average of academic vitality and academic well-being in the two experimental and control groups at the P<0.001 level. From the above findings, it can be concluded that cognitive rehabilitation is effective on the academic vitality and academic well-being of students with special learning disabilities.