نشریه تعلیم و تربیت استثنایی
سال بیست و یکم شماره 161 (فروردین و اردیبهشت 1400)

Due to the importance of self-efficacy, self-esteem and social anxiety in social adjustment and mental health in intellectually-disabled students, this study aimed to compare the levels of self-esteem, self-efficacy and social anxiety in students with and without experience of education in public schools.

The research method was descriptive with a cross-sectional analysis. The statistical population included 223 male and female primary school students from the first to sixth grades in Khorramabad city during the academic year 2016-17. The sample size comprised 100 students in two groups with and without previous experience of education in public schools (50 students in each group), selected through purposeful sampling. To collect data, Rosenberg self-esteem questionnaire (1965), Sherer’s general self-efficacy questionnaire (1982) and The Convergent Social Phobia Standard (2004) were used. Data were analyzed using Multivariate analysis and T- test in SPSS-24.

The results showed that the level of social anxiety components (i.e. fear, avoidance and physiology) in intellectually-disabled students with previous experience of education in public schools were higher than those without such experience (P< 0/001). Also, the levels of self-efficacy and self-esteem were significantly different between the two groups (P< 0/001), indicating the excellence of students with previous experience of education in public schools in comparison to their non-experienced peers.

The results showed that intellectually-disabled students that had experience of education in public schools were found with lower self-esteem and lower self-efficacy as well as higher social anxiety relative to those without the experience of education in public schools. Therefore, it is necessary to design appropriate educational programs for parents and teachers in order to improve the self-esteem, selfefficacy and reduce the social anxiety of students with an experience of education in public schools.

Background and

Autism is a neurodevelopmental disorder that occurs in the first three years of a child’s life. The most important symptoms are communication failure, difficulty in social interactions, limited and repetitive patterns in behavior, interests and activities. Therefore, the purpose of the present study was to determine the effectiveness of social skills training based on Ozonoff social cognition pattern on empathy and social interaction of children with high functioning autism.

This study was a semi-experimental with pre-test and post-test design with control group. The study sample consisted of 30 children with autism who were undergoing training and rehabilitation in a rehabilitation center in Tehran during the year 2018 and were randomly divided into two experimental and control groups (15 in each group). The social skills program Based on Ozonoff Social Cognition Pattern was conducted to the experimental group in ten 45-minute sessions (two sessions per week). The tools used in this study were Child Empathy and Child Analysis Questionnaire (Auyeung‚ S. Wheelwright‚ C. Allison‚ and et al, 2009) and Autism Social Skills Profile Questionnaire (Scott Bellini, 2006). Data were analyzed using multivariate analysis of covariance.

The results showed that social skills training based on Ozonoff social cognition Pattern had a significant positive effect on empathy and social interaction in children with High Functioning Autism (p < 0.05).

Based on the findings of this study, it can be concluded that teaching social skills program based on Ozonoff Social Cognition Pattern through objectifying abstractions, emphasizing internal factors, understanding the difference between self and others, generalization of learned behaviors to natural environments, enhances the empathy and social interaction levels in children with High Functioning Autism.

The purpose of this study was to determine the effectiveness of Pennsylvania resilience program on mental well-being (satisfaction of life and positive-negative emotions) and academic expectations stress in students with visual impairment in Tehran.

This experimental study was a pretest-posttest design with a follow-up test. The statistical population of the present study consisted of all first grade high school male students (12-15 years) with visual impairment in Tehran in 2019 that Shahid Mohebbi School was selected non-randomly. Thirty two students with visual impairment at the school were randomly selected and assigned to two experimental and control groups (16 in each group). Then the Pennsylvania Resilience Program was conducted in 7 sessions per week for two sessions. The Positive-Negative Affective Program, Life Satisfaction Scale and the Academic Expectations Stress Inventory were used as the research instruments. .Analysis of covariance and SPSS23 statistical software were used to analyze the data.

The results showed that education of Pennsylvania’s Resilience program significantly increased Life Satisfaction and Positive Emotions while it reduced Negative Emotions and Academic Stress in the experimental group (P< 0/01). These results were also preserved in the follow-up test (P< 0/01).

The results of the present study show that Pennsylvania’s Resiliency Program can be used to improve the mental health of individuals against stress and improve their mental well-being.

The purpose of this study was to determine the effectiveness of Pennsylvania resilience program on mental well-being (satisfaction of life and positive-negative emotions) and academic expectations stress in students with visual impairment in Tehran.

This experimental study was a pretest-posttest design with a follow-up test. The statistical population of the present study consisted of all first grade high school male students (12-15 years) with visual impairment in Tehran in 2019 that Shahid Mohebbi School was selected non-randomly. Thirty two students with visual impairment at the school were randomly selected and assigned to two experimental and control groups (16 in each group). Then the Pennsylvania Resilience Program was conducted in 7 sessions per week for two sessions. The Positive-Negative Affective Program, Life Satisfaction Scale and the Academic Expectations Stress Inventory were used as the research instruments. .Analysis of covariance and SPSS23 statistical software were used to analyze the data.

The results showed that education of Pennsylvania’s Resilience program significantly increased Life Satisfaction and Positive Emotions while it reduced Negative Emotions and Academic Stress in the experimental group (P< 0/01). These results were also preserved in the follow-up test (P< 0/01).

The results of the present study show that Pennsylvania’s Resiliency Program can be used to improve the mental health of individuals against stress and improve their mental well-being.

Dyslexic students often suffer from disorders in working memory and visualmotor coordination, which is of importance in success or failure in academic performance. The present study was conducted to investigate the effects of Sensory-Motor Integration Training on working memory and visual-motor coordination of dyslexic students.

This research was a quasi-experimental study with control group pre-test and post-test design. The study population including all dyslexic students referred to special learning disability centers in Rasht in the academic year 2019-2020. They were selected by convenience sampling and then randomly assigned to either the experimental or control group (20 per group). The experimental group received the sensorymotor integration training program for 8 sessions of 60 minutes, while the control group underwent no intervention. Research instruments included the fourth edition of the Wechsler Children’s Intelligence Scale (2003) and Visual-motor perception test (Bender-Gestalt, 1938).

The findings of covariance analysis showed that sensory-motor integration training program had a significant effect on working memory and visual- motor coordination of dyslexic students (P<0/01).

Based on the results of this study, it can be concluded that the effects of sensory-motor integration training program on working memory and visual - movement coordination, can be considered as a viable option in designing psychological and educational programs for children with dyslexia.

Teachers and other professionals have come to realize that just being able to ‘hear’ a spoken message is not enough to prop erly listen, communicate, and learn. One of the most challenging areas for educational audiologists is the auditory processing deficits (APDs). During the last 20 years, auditory processing deficits in children has gained recognition in clinical audiology is a deficit in the processing ofinformation that is specific to the auditory modality. Those who have worked with students are well aware of auditory processing problems and their educational impact. Growing public awareness and interest in APDs by both parents and educators has resulted in steady referrals to educational audiologists Frequently, APD is not evident until a child enrolls in school and the previous one-on-one home learning environment is replaced by a large classroom with an unfamiliar set of visual and auditory distractions. Children who have auditory processing disorders may behave as if they have a hearing loss. Students with APD, despite normal intelligence, are generally referred for concerns involving learning, behavior, or speech and language, which are interfering with academic progress. Many children with auditory processing disorders make inappropriate social contacts, since their failures with children in their age group lead them to seek playmates who are younger than they are. Often parents and other adults report that these children prefer to play alone. In school-age children, APD has attracted considerable interest because of suspicions that it may lead to learning difficulties, especially affecting language and literacy and hence to poor school performance. Thus, it is important for professionals to understand central auditory processing disorders. This paper reviews auditory processing deficits in children.This paper reviews auditory processing deficits in children.

Slow learners often demonstrate weaker academic performance than their peers hence are in need of more practice and repetition in learning. The current study seeks to investigate the effects of teaching slow learners the necessary skills to enter the primary school in the form of an early intervention package.

The statistical population included all 6 and 7 year old first graders (27 students) studying in the academic year of 1997-96 in Marivan who had obtained a borderline intelligence score (70- 85) in the assessment plan upon entering the primary school. A total of 19 students underwent the intervention using the available sampling during 20 sessions. A pretest -posttest design was used in this quasi-experimental study performed within the experimental group. The research instruments included an entrance test for assessing primary school students and the 2015 package for early intervention, both developed by the Special Education Organization. Descriptive statistics in SPSS software was used to analyze the data. Also, for the effectiveness of the course, t-test (hoteling and paired student) was used due to the normal distribution of the data.

There is a significant difference between the mean of pre-test and post-test of enhanced subskills at the level of 0.0001. Effect size values: 0.94, 0.78 and 98.8 were obtained, which shows the role of the dependent on the independent variable.

The results show that more attention should be paid to improving the skills of these slow learners in various fields and appropriate interventions should be made from an early age to provide the necessary ground for the development and training of slow learners.