نشریه تعلیم و تربیت استثنایی
سال بیست و یکم شماره 166 (بهمن و اسفند 1400)

To deal with the problems caused by visual impairments such as stress,frustration and other psychological problems and social and individual adjustment, cognitive emotionregulation is needed.Therefore, the aim of the present study was to investigate the effectivness of storytherapy training on the cognitive emotion regulation of blind students.

This research was a quasi-experimental method with pre-test and post-test with experimentaland control groups. The statistical population of the present study included blind students of the blindschool in Tehran in 2019-2020 Thirty eligible individuals were selected by purposive sampling method andrandomly assigned to the control group (n = 15) and the experimental group (n = 15). The experimentalgroup received 10 sessions of story therapy as a group and the control group did not receive any intervention.In this study, the Connor and Davidson Resilience Scale (2003) and the Garnfsky & Craig (2006) cognitiveemotion regulation were used to collect data. SPSS 20 software was used to analyze the data. Multivariateanalysis of covariance was used to analyze the research data. Probability values less than 0.05 wereconsidered statistically significant.

The results of research data showed that story therapy is effective in increasing resiliency (total),individual competence, trust in individual instincts and tolerance of negative emotions, acceptance andchange in relationships, control, spiritual effects (p <0.05). Also, the results of the study showed that storytherapy in reducing self-blame, rumination, monitoring,catastrophizing and blaming others and in increasingcognitive emotion regulation (total) positive re-attention, focused on planning, review and reassessmentwas positively effective (p <0.05).

Based on the findings, it can be said that story therapy is an effective method in improvingresiliency and in improving cognitive emotion on blind students.

The aim of the present study was to investigate the effect of sports leisure timeon social adjustment and body image of exceptional students in IRAN and to present an operational model.

The study method of this research was descriptive and correlational using operational equations,in terms of applied purpose, in terms of collecting field information. The statistical population of this studyconsists of all exceptional male and female students in the country in 6 groups of disabilities (with hearingimpairment, visual impairment, physical and motor disabilities, multiple disabilities, mental retardation,autism) in secondary school. There were 8500 students (3300 girls and 5200 boys) in the country in theacademic year 1399-1399 (Exceptional Education Organization) and the statistical sample size was 367people which were calculated using Morgan table and how to select it, as It was a simple coincidence. Theinstruments used in this study were time sports leisure questionnaire (1397), body image (MBSRQ) Cashand Prozinsky (1990) and social adjustment (Bell) Bell (1961). Analysis of variance was used to analyze thedata and operational equations were used to test the model.

The results of analysis of variance confirmed the linear relationship between sports leisure withsocial adjustment and body image and the results of the operational model test showed that in the subjectsof all six groups, the effect of sports leisure on body image and in subjects with multiple disabilities andAutism is a significant effect of social leisure time on social adjustment.

Accordingly, appropriate design and planning to fill the sports leisure time of exceptionalstudents is recommended to improve the socialization of people and a positive body image.

Stuttering, as one of the most common speech fluency disorder, can lead tomany negative consequences for the individual and the family and cause psychological, behavioral andsocial problems. Therefore, considering the importance of this issue, the present study was conducted withthe aim of comparing the emotional atmosphere of the family, parent-child relationship, and flexibility andcohesion of family in parents of children with and without stuttering.

This was a causal-comparative study. The statistical population included theparents of children (male and female) aged 8 to 12 years with and without stuttering in Rasht, in 2020.The study sample consisted of 60 people from both groups of parents with the age range of 30 to 50 yearswho were selected by convenience sampling. The instruments used included the Pianta Child-ParentRelationship scale (CPRS) (Driscoll and Pianta, 2011), and the Cohesion Assessment Scale (Olson et al,1986). Data were analyzed using the independent t-test and the multivariate analysis of variance.

The findings showed that there was a significant difference between the two groups of parentswith children with and without stuttering in the variables of child-parent relationship, and flexibility andfamily cohesion (p <0.001).

The results showed that stuttering can have negative effects on family conditions, familyfunctions and the child’s relationship with parents and other members of the family, and the family canalso help reduce or increase the child’s stuttering; therefore, having a rich, calm environment and properinteraction, as well as educating the family is very important.

Children with hearing loss are more likely to fail in social skills due tocommunication limitations than their hearing counterparts, which in turn can severely affect a child’ssocial skills in the future. Given the importance of this issue and the need for such programs in timelyinterventions of these children, the purpose of this study was to determine the effect of timely emotionalsocialintervention program on social development of children with hearing loss less than three years.

In this quasi-experimental study with a pre-test and post-test design witha control group, 16 children with hearing loss were selected from Atra Speech Therapy Center in Karajusing existing methods and considering entry and exit criteria. The instrument used was the Wilde SocialDevelopment Questionnaire. The obtained data were analyzed using analysis of covariance in SPSSsoftware version 20.

The results of covariance analysis showed that socio-emotional intervention had a significanteffect on the social development of hearing loss children (p<0.0001) .the intervention improved thechildren’s social development in the intervention group compared to the control group.

It seems that a socio-emotional intervention program can improve the social developmentof hearing loss children. It is recommended that social skill programs in the early interventional programscould improve the social skills of children with hearing loss in the early years.

Eye tracking is a technology for measuring eye movements when looking at a point. The length of time tolook at a particular situation, the sequence of observations, as well as points of attention are processedin the process of eye tracking and eye movements are identified by topics such as fixation, saccade, etc.Information about how the eyes move at a special moment has many potential applications in educatingchildren with special needs. The present study has reviewed these applications by reviewing articlesrelated to the field of eye tracking. The results indicate that eye tracking technology can be used to screenfor dyslexia and autism spectrum disorder as well as to accurately diagnose Attention Deficit HyperactivityDisorder. The results of the present study also show that it is possible to recognize the visual abilities ofchildren with special mental needs, improve the speech reading of hearing impaired children, strengthen thecommunication abilities of children with multiple disabilities and improve cognitive inhibition of children withattention deficit hyperactivity disorder by this technology. The findings of the present study indicate that eyetracking technology not only suitable for early diagnosis of some cognitive disorders but also this technologycan be used to rehabilitate these affected students.

Living with a child with special needs has unique challenges and may affectthe mental health of the siblings. The aim of this study was to compare the psychological profile of childrenwith siblings with and without autism spectrum disorder and Down syndrome.

The design of the present study was casual-comparative. The population of this study consistedof all the children aged six to twelve with siblings with and without autism spectrum disorder or Downsyndrome in Rasht in 2020. The sample size was 55 people (15 in each of the groups with siblings withneurodevelopmental disorder and 25 in the control group). The first and second group by purposivesampling method and the third group was selected by convenience sampling. The Checklist for BehavioralDisorders in Children (Achenbach and Ildbrook, 1983) was completed by the child’s mother. Data wereanalyzed using analysis of variance.

The results showed that the difference between the three groups was significant in terms ofwithdraw / depression, anxiety / depression and aggressive behavior. The findings in relation to all threesubscales were such that children with siblings with Down syndrome scored higher than children withnormal siblings (p<0.05). Also, children with siblings with autism spectrum disorder scored higher on theAnxiety / Depression subscale than children with normal siblings (p<0.05).

Siblings of people with neurodevelopmental disorders are at risk for psychological problems.

The prevalence of coronavirus (Covid 19) in 2019 has affected many peopleand there is not enough information to help different people against this disease. The effect of this virusvaries from person to person, and some people are highly vulnerable to this disease. These include peoplewith disabilities, because they have major health problems. For this reason, it is necessary to examine theproblems, challenges and strategies to care for these people in order to provide the necessary informationabout caring of them for their parents, carers, educators and teachers. In this descriptive and review article,after a brief introduction, the reasons for the high risk of this disease for people with disabilities, the problemsand challenges of people with disabilities during the pandemic of coronavirus and the problems of familiesof people with disabilities are explained. Moreover, strategies for reducing the risk of coronavirus and carestrategies for people with disabilities are presented at the time of pandemic of coronavirus.

In general, due to the uncertainty and lack of reliable methods for treating Covid 19 to meetthe needs of people with disabilities during the pandemic of Coronavirus, measures such as the use offree public education by teachers and educators virtually, access to appropriate health insurance in thesecircumstances, financial support and psychological counseling for these individuals and their families, andthe development of technology infrastructure and communication tools are essential.