نشریه تعلیم و تربیت استثنایی
سال هفدهم شماره 149 (بهمن و اسفند 1396)

Social inclusion is an important goal for people with intellectual disability, families, service providers, planners and policymakers. Pay attention to importance of social inclusion, still remains somewhat obscure in this concept which lead to overlapped and conflict in its definitions. Legislation and policies concerning persons with disabilities advocate full and effective social inclusion and community participation. However, the concept of social inclusion remains unclear, there are multiple and conflicting definitions in articles and books. Comprehensive defining of social inclusion refers to interaction between two major life domains: interpersonal relationships and community participation. In recent years, proposed an ecological model of social inclusion that includes individual, interpersonal, organizational, community, and socio-political factors. Four areas identified by new researches that ecological model of social inclusion can move forward: organizational implementation of social inclusion; social inclusion of people with intellectual disability living with their members families, social inclusion of people along a broader spectrum of disability, and the potential role of self-advocacy organizations in promoting social inclusion.

Peer interaction and peer support contribute to the social development of people with disabilities and have a positive impact on improving their quality of life in the long term. Peer support is effective in increasing adjustment and increasing the quality and quantity of opportunities for participation in the classroom. However, students with disabilities in gaining peer support and acceptations by them experience many challenges in inclusive education system. Therefore, the use of peer support approach in the inclusive education system is essential.
Research findings indicate that peer support contributes to the development of social skills, increased social interactions and social competencies, and have positive outcomes such as reducing prejudices, understanding realities, accepting differences, increasing socialization, and enhancing positive engagement with each other for students with and without disabilities. In this article, after describing the brief introduction, the definition and importance of peer support are discussed. In addition, the influential factors, methods and techniques of the effectiveness of peer support, the principles and foundations of peer support, the benefits of peer support, and the barriers and challenges of peer support are presented.

The idea of providing hearing to profoundly deaf patients by artificially stimulating the sensory system has progressed from a futuristic possibility to reality. Generally, an implantable hearing device is designed to capture sound and present it to the auditory system, where at least part of the device is surgically implanted in the child receiving it. The goal of the implantable devices in young children is to facilitate the development of spoken language and to provide sufficient hearing for better understanding of speech. The increased use, particularly of CIs, is due in no small part to a combination of increased public awareness, coverage of costs of the device and surgical implantation, the option for bilateral devices, implantation with a significant amount of residual hearing, and improved performance and outcomes. Internal and external components of CI systems will continue to decrease in size whereas their design, flexibility, and function will continue to improve. Additionally, it is likely that completely implantable CI systems will be available in the future. Treatment options for hearing loss now include several implantable devices, including cochlear implants (unilateral and bilateral), hybrid cochlear implant devices, and auditory brainstem implants. This article will provide information regarding how such devices work, and information regarding component of devices and candidacy statements.

Students with intellectual disabilities students have a many psychological problems such as hyperactivity and compulsive behaviors. The aim of this research was investigate the effectiveness of primary school games on decrease hyperactivity and compulsive behaviors of educable intellectual disabilities students. This study was an experimental study with a pre-test and post-test design along with a control group. The population included all educable intellectual disabilities students of elementary level of Urmia city in 2016-17 academic years. Totally 30 person were selected through simple random sampling method and randomly assigned into two equal groups. The experimental group training 21 sessions (3 times a week) with a primary school games method. Each two group completed the subscales of hyperactivity and compulsive behaviors of anxiety, depression and mood scales (Esbensen & et al, 2003) as a pre-test and post-test. Data was analyzed with using of SPSS-19 software and by univariate and multivariate analysis of covariance methods. Findings showed that there was a significant difference between the experimental and control groups in both two variables of hyperactive and compulsive behaviors. In the other words, primary school games significantly led to decrease hyperactivity and compulsive behaviors of educable intellectual disabilities students (P

Not so long ago, people with intellectual and developmental disabilities were deprived of their primary rights and many people fought against this discrimination to achieve these rights and sought equal rights as everyone in the society through self-advocacy movement. The main purpose of this movement is empowering and enhancing people with intellectual and developmental disabilities’ conditions in life by participating them in decisions which are made about them. The aim of this paper is to introduce self-advocacy movement through literature review, as one of the efficacious means for empowering people with intellectual and developmental disabilities; which currently, is being conducted in some countries of the world. In our country Iran, despite the attempts made for educating and empowering, the capacities of self-advocacy groups for rehabilitating the people with intellectual and developmental disabilities have been neglected. It is despite the fact that, the results, drawn from conducting self-advocacy approach in different countries, indicates that self- advocacy movement dedicates significantly to an increase in self-confidence, development of social skills, competence, reinforcing positive self-conception and social identity and ultimately reinforcing occupational skills and achieving independence for people with intellectual and developmental disabilities and conducting it in Iran could prove so efficacious concerning educating and rehabilitating. Therefore, special attention must be paid to that in a national frame.

The idea that social motivation deficits play a central role in Autism Spectrum Disorder (ASD), has recently gained increased interest. It leads to a shift in autism research. The aim of this article was investigation of social motivation and its explanation for dimensions of autism. With understanding social motivation and the way of improvement, we can provide methods for advancing social interactions, communication and decreasing difficulties of child with autism spectrum.

We examined a procedure consisting of a preference assessment, prompting, contrived conditioned establishing operations, and consequences for correct and incorrect responses for teaching children with autism to mand ‘‘which?’’ We used a modified multiple baseline design across 3 participants. All the children learned to mand ‘‘which?’’ Generalization occurred to the natural environment, to a novel activity, and to a novel container; the results were maintained over time.