نشریه تعلیم و تربیت استثنایی
سال بیستم شماره 159 (فروردین و اردیبهشت 1399)

The birth of a child for the mother is always accompanied by stress and anxiety, and if there are problems with the child, there will be emotions and emotions. Accordingly, the purpose of this study was to describe and interpret the experience of mother-child mothers with special learning disabilities in life. This research was conducted in a qualitative research method of phenomenological type, with purposeful sampling of six mothers from mothers who had a special learning disability child who referred to the center of learning difficulties. After analyzing the data, four main themes, disorder, anxiety, and positive emotions were obtained from written interviews. The findings of this study showed that the life experience of mothers with a child with special learning disability can be both negative and positive. This knowledge can help mothers help teachers and therapists in the field of special learning disabilities to help their children.

Students with specific learning disorder are faced with various physical and psychological stressful factors, that affect their quality of life. Considering the relationship between academic anxiety and self-regulation, as one of the methods capable of assisting students with specific learning disorder is self-regulation empowerment training. The current study aimed at determining the effect of self-regulation empowerment training program on academic anxiety of students with specific learning disorder.

The study used an experimental design with pretest/posttest and a control group. The study sample consisted of 28 students with specific learning disorder in Rasht city in 2019 that were selected by the convenience sampling method and randomly assigned to experimental and control groups. To collect the data, school anxiety scale (teacher report) was used before and after the intervention. A twelve-session self-regulation empowerment program training was conducted for the experimental group and no intervention was used for the control group.

The results of analysis of covariance showed that self-regulation empowerment training program improved coping with academic anxiety in students with specific learning disorder (p< 0.001).

Based on the findings of the research, self-regulation empowerment training can improve the cognitive skills in students with specific learning disorder. Therefore, it is suggested that this intervention is applied for training of students with specific learning disorder.

The purpose of this research was to investigate the effectiveness of Shaw’s method to enhance working memory of first-grade students with Borderline Intellectual Functioning  

A single subject method with multiple baseline design (MBD) research methodology was used. In this regard, among the first grade elementary school students in Isfahan in 2015-2017, four students with Borderline Intellectual Functioning were selected through available sampling .Data were collected using the Wechsler Fourth Intelligence Scale (WISC-IV) and clinical interviews. Students with Borderline Intellectual Functioning were placed in a 16 -session (one 40-minute session per week) in Shaw’s method. Data were analyzed by using visual analysis.

The data analysis showed that Shaw’s method is significantly effective in increasing working memory of students with Borderline Intellectual Functioning.

Shaw’s method can be combined with other methods to improve working memory of students with Borderline Intellectual Functioning  and can be used in teaching and rehabilitation of  such students.

The aim of this research is the prediction of mother-child interaction based on personality traits and coping style in mothers of children with intellectual disabilities.

The research method was correlation and the sample consisted of 209 mothers of children with intellectual disabilities who were selected as a class from the four educational districts of Karaj city in the academic year of 2017-18. For data collection, the Neo-McCarey and Costa’s personality questionnaire (1985) and Robert’s mother-child interaction (1961) and Lazarus and Fulkman’s coping style (1988) were used for mothers. Pearson statistical index and stepwise regression were used to analyze the data.

Analysis of the data showed that personality traits and coping styles cannot predict mother-child interaction. Also, there is a significant relationship between some of the subscales of personality trait and mother-child interaction at the significance level of 0.05. There is a positive and direct relation between acceptance subscale and flexibility and accountability subscales. Also, a negative and indirect relation between supportive, leniency and exclusion subscales and psychological, flexibility, chastity and accountability subscales is observed. There is no significant relationship between the variables of coping strategies and mother-child interaction at the significance level of 0.05.

Based on the findings, it can be said that there is a relationship between personality trait and mother-child relationship variables.

Reality therapy is a kind of psychotherapy in which it is tried to help to resolve problems with respect to the concepts of reality, the proper and incorrect responsibility of onechr('39')s life. In this way, people who need psycho social help are helped by defining human nature, determining behavioral rules and designing the treatment process.

The present study aimed to investigating the effect of using group reality therapy on resilience and psychological well-being in mothers of children with intellectually disabilities in Sosangerd.

The research design was quasi-experimental with pre-test and posttest and control groups. The statistical population of this study included all the Mothers of children with intellectually disabilities in Sosangerd. 30 mothers of children with intellectually disabilities were selected through convenience sampling method, and then they were put into two experimental and control groups. Data were gathered using Conner and Davidson Resilience Questionnaire and Reef Psychological Well-Being Questionnaire. Reality therapy was performed in 8 sessions in the experimental group. Data were analyzed using repeated measures analysis of variance.

The results indicated the effectiveness of experimental treatment on the increase resilience and psychological well-being the mothers in the experimental group.

Hence, this method is effective and useful to improve the mental health of these mothers.

Cochlear implants provide access to the speech signal in children with hearing loss that often cannot benefit from acoustic hearing aids. However, despite the numerous positive results in pediatric cochlear implantation, published data still indicated a wide range of performance among implant recipients. Hence, a need to study the possible variables that can affect performance, could account for the diversity of performance and affect speech perception is critical to both the professionals working with the parents and to the parents themselves. Categorizing these determinants increases the ability of clinicians to offer educated preoperative prognoses to the families and might potentially allow for manipulation of variables in an attempt to achieve the best possible outcome. This article presents an overview of these factors.

This research aimed to compare the motor skills among students with intellectual disability, stuttering, articulation problems and normal speech.

The study was a retrospective causal-comparative research. From among all elementary male students with intellectual disability in Urmia city, 90 students (30 students in each group) were selected. All groups completed the revised motor skills test of Lincoln-Oseretski. Data were analyzed using multivariate analysis of variance and analysis of variance methods.

the finding showed significant differences between groups in all aspect of motor skills including dynamic general coordination, static general coordination, and dynamic hand coordination, speed of movement, voluntary synchronous symmetrical movements and voluntary asynchronous asymmetrical movements (P<0/01).

Due to the balanced development of motor abilities being the basis of next learning, correction of motor difficulty is necessary before the start of training other skill.