نشریه تعلیم و تربیت استثنایی
سال نوزدهم شماره 156 (فروردین و اردیبهشت 98)

The purpose of this study was to introduce the diagnostic classification of mental health and developmental disorders of infancy and early childhood and review its changes in the latest edition. To do this, using the systematic review method by searching the following words (DC:0-5, infancy disorders, childhood disorders, classification) in scientific websites like, Science Direct, PubMed, and Google Scholar databases data were collected. After collecting resources, DC:0-5 were compared to DSM and ICD.

The results showed that the latest edition of DC:0-5 has more precision and comprehensiveness in comparison to DSM and ICD in classification of disorders of first 6 years. It is also possible to adapt of these classification systems, which help the practitioners to accurately identify the disorders.

All people in a community, especially students, do not have equal learning power at different ages and periods of study. It is clear that working with slow-moving students should be distant from negative attitudes and bias. This attitude must be created in the educational community and the family, that slow learners are members of the ordinary society. In other words, if a slow learner child does not have a proper education in the educational system and finally, with exceptional labels, they enter specialized centers, indicating the inadequacy of the educational method. Slow Learner children start their primary school compared to their middle aged peers in terms of knowing words, math skills, writing, and recognizing letters. If early interventions are not provided to them at a time, they will be provided with a variety of crises. Early intervention is one of the concepts that have entered the field of psychology and education of children with special needs in recent years. Early intervention is not only useful for the treatment of people with disabilities, but also for all students with some degree of educational weakness. These interventions, which include enhancing physical-motor skills, socializing skills, achieving values, gaining intellectual competence, learning language systems, preparing reading, writing and computing, aesthetics, and self-empowerment, have a great impact on improving these novices. The only hope is that educators, advisers, and psychologists will be using information, new theories and techniques with the help of students, teachers and parents

The birth of a deaf child makes family especially mothers face a situation which requires their psychological to be paid more attention. Positive psychotherapy is a psychotherapy approach that is accompanied by the creation of positive abilities and emotions, and it attempts to increase the meaning of life in order to relieve mental harm and increase their happiness. The current  study was to investigate effectivness positive thinking on reducing irrational beliefs and inhancing happiness in mothers of deaf children in qazvin.

The research method was quasi-experimental with pretest and post-test with control group. The statistical population of this study included all mothers of deaf children that 34 people was selected using the available sampling method from them and according to the criteria for entering (age of mother, sex, education, maternal hearing standard and age of the child and duality of the families) divided into two groups (experimental and control) grouped and matched. The research instruments were khodayarifard and ghobari bonab positive thinking(1391), Jones Irrational Belief Test(1969) and  Oxford Happiness Inventory(1989). Positive Interview Training in the form of ten sessions 90 Minutes held weekly in one session was conducted in the experimental group. At the end, the mentioned questionnaires were administered to both groups as a post-test. The data analysis method was multivariate covariance.

Based on the results positive thinking was not effective in reducing the irrational beliefs of the experimental group( p>0/05). As well as positive thinking did not increase the happiness of the mothers of the experimental group compared with the control group's mothers.  

In general, the findings also show that positive thinking did not reduce the irrational beliefs of mothers of deaf children and did not increase their happiness.

Inclusive Education is as a promising education for young children with special needs. Studies in this more focused on inclusive school-age and less will be discussed in pre-school ages. Inclusive education of children with special needs in kindergarten has been increased during the past few decades and many children who previously been in separate centers, now they are in inclusive kindergartens. Studies in preschool inclusive settings represent many advantages for children with and without special needs. They more success and progress achieve towards children in kindergarten special. However, the main element of making a successful inclusion is availability prosperous strategy and training teachers. Despite strong support for the inclusion system in the kindergarten, unfortunately studies in this field are poor

Context and goal: The main purpose of moving aids for people affected by vision is to move safely and independently in the environment. Most of the activities that have been done so far to reduce the limitations of people with visual impairment have focused on mobility and orientation of these people in familiar and unfamiliar environments, and their reading/writing skills to achieve individual independence. White cane, guide dog and electronic movement tools are the most commonly used technologies for mobility of visually impaired, and Braille, text readers and magnifiers are used to reading and writing. But each of these has its own advantages and limitations. In this article, wearable technologies and especially the Horus device are described.

Horus system has merged functions such as independent orientation and mobility during game activities, knowing the status of friends in class and school, identifying text and reading, recognizing the face and identifying objects. This technology has the ability to orientation and detect obstacles in 3D that help secure movement of visually impaired person, and  also capacity to read the text and braille that can help visually impaired autonomy in learning and instruction activities.