نشریه تعلیم و تربیت استثنایی
سال بیست و دوم شماره 167 (فروردین و اردیبهشت 1401)

The problem of student indiscipline and the proper teacher-student interaction are issues that all teachers, including teachers in special schools, deal with them. The Purpose of this study was to investigate the effectiveness of teacher communication skills training on student indiscipline and teacherstudents interaction.

A quasi experimental design was employed with pretest, posttest and control group. The population of this study included all female primary school teachers in exceptional schools in Zahedan city (Sistan and Baluchestan province) in the academic year 2021-2022. The sample consisted of 30 teachers which were randomly selected in two groups of 15 experimental and control. The data collection instrument was questionnaires of student indiscipline and teacher-student interaction that all participants completed as the pre-test. Then, the communication skills training were conducted in the experimental group for eight sessions. Finally, the same questionnaire was completed by both experimental and control groups. Then, the data was analyzed using covariance analysis.

The findings indicated communication skills training can affect student indiscipline and teacherstudents interaction.

Communication skills training should be considered as one of the prerequisites for the teaching profession for teachers.

The aim of this study was to investigate the mediating role of executive functions in the relationship between fine motor skills and reading skills in students with reading disorders.

This research was descriptive-correlation and structural equation modeling. The research population of the study included all students with reading disorders who referred to educational and rehabilitation centers for special learning problems in the academic year of  (2018-2019), in Ilam city which a sample of 120 people was available by sampling method based on Morgan table and randomly selected. The research instruments included the Wechsler Intelligence Scale (2003), the Jiva Executive Function Questionnaire, Izguth and Kenworthy (2002), the Linkoln Osertsky Motor Development Test (1950), and the Korami Nouri and Moradi Reading and Dyslexia Test (2008). Data were analyzed using structural equation modeling and AMOS-21 software.

The results showed that fine motor skills have a significant effect on reading skills of students with reading disorders both directly and through executive functions (P <0.05).

This study confirms the positive and significant relationship between fine motor skills and reading skills and the inverse and significant relationship between fine motor skills and executive functions as well as the inverse and significant relationship between executive functions and reading skills. Therefore, the results of this study should be considered in the centers of special learning problems as well as preschool centers in order to prevent and treat reading disorders by the instructors of the centers in their educational and rehabilitation programs.

The aim of this study was to investigate the mediating role of executive functions in the relationship between fine motor skills and reading skills in students with reading disorders.

This research was descriptive-correlation and structural equation modeling. The research population of the study included all students with reading disorders who referred to educational and rehabilitation centers for special learning problems in the academic year of (2018-2019), in Ilam city which a sample of 120 people was available by sampling method based on Morgan table and randomly selected. The research instruments included the Wechsler Intelligence Scale (2003), the Jiva Executive Function Questionnaire, Izguth and Kenworthy (2002), the Linkoln Osertsky Motor Development Test (1950), and the Korami Nouri and Moradi Reading and Dyslexia Test (2008). Data were analyzed using structural equation modeling and AMOS-21 software.

The results showed that fine motor skills have a significant effect on reading skills of students with reading disorders both directly and through executive functions (P <0.05).

This study confirms the positive and significant relationship between fine motor skills and reading skills and the inverse and significant relationship between fine motor skills and executive functions as well as the inverse and significant relationship between executive functions and reading skills. Therefore, the results of this study should be considered in the centers of special learning problems as well as preschool centers in order to prevent and treat reading disorders by the instructors of the centers in their educational and rehabilitation programs.

The current study aims to investigate the effects of mindfulness on attention deficit/ hyperactivity disorder (AD/HD). Attention deficit/ hyperactivity disorder is a kind of neurodevelopmental disorder which affects different aspects of life. Children with attention deficit/hyperactivity disorder have problem with working memory, response inhibition, attention and social skills. This action allows the child to review his or her behavior and alter accordingly.

Systematic review was used for the data analysis in the present study. The methodology was also based on the collection, classification and summarization of the findings of research articles related to mindfulness, attention deficit/ hyperactivity disorder and between 2010-2020, derived from the foreign databases including Eric, Ebsco, Google Scholar, Scopus, Science Direct, and PubMed using the keywords Mindfulness, Children, Attention Deficit/ Hyperactivity and other related words. In the initial search, 98 articles were selected and then 12 articles were selected which were entitled Mindfulness in Children with Attention Deficit/ Hyperactivity Disorder. Among them, 80 articles were deleted due to inconsistency with the subject, 5 articles due to age and 1 article due to duplication in several databases, and finally 12 articles were selected.

The results showed that this treatment is appropriate in reducing the symptoms of AD/HD. Mindfulness also improves the executive functions, attention, emotions, metacognition and self-regulation of children with attention deficit hyperactivity disorder.

Based on the studies, it can be concluded that mindfulness is one of the complementary therapies for attention deficit / hyperactivity disorder and will be able to improve areas where children with attention deficit / hyperactivity disorder are deficient.

Background and Purpose:

Studies carried out in recent decades show that exercises have useful impact on improving executive functions. Therefore, this study aims to investigate the roles of fitness and aerobic exercises on problem-solving process of dyslexic and dyscalculia children.

Using systematic review study and key terms including fitness and aerobic exercises, physical activity and learning disability in information sources such as Google scholar, Springer, science direct, Elsevier, scientific information database and Iran information and scientific document institute during 2010 and 2020, 34 papers were done and 10 were reported at last.

According to these findings, exercise causes brain growth motivation, increase in perception function and helps children to concentrate. Moreover, it makes learning and success easier for children and its regular intervention has a significant impact on learning and executive function. However, to investigate exercise's role, work intensity, time and type of exercise on executive functions in children's brain tissues more scientific searching is needed.

It seems that, fitness and aerobic exercises roles on executive functions increase are important and considering the roles of these factors on preventing and possible treatment of executive function-related learning problems cannot be neglected.

The aim of this study was to compilation and validation of educational program for mothers with children with cerebral palsy disorder.

The research method was qualitative textual analysis. The research population consisted of three sections: Persian and English specialized books and articles (recent 20 years) in the field of resilience education, resilience models and models, resilience specialists and mothers with cerebral palsy children. Selection from library resources included all resources related to resilience training to specific groups, and selection from specialists was done by snowball method and selection from mothers was done by available method. Finally, 12 specialists and 8 mothers participated in a semi-structured interview. In order to analyze the data, the content analysis method of the theme network was used.

Data analysis showed that mothers' educational needs are formatted in six axes. These six axes include: 1. The need for mothers to be familiar with the concept of resilience, the factors affecting it and the characteristics of resilient people, 2. Familiarity with internal and external supportive factors in promoting resilience, 3. The role of negative thoughts and cognitive distortions and Strategies to deal with them in resilience, 4. The need to use effective emotion regulation strategies in the face of problems, 5. The role of spirituality in resilience and meaning in suffering, and 6. Familiarity of mothers with the goal setting process and its role in resilience. For these six axes, 12 training sessions are defined.

Background & Purpose:

Learning disorder is a chronic problem with a neurological and developmental basis that usually begins early in development. The aim of this study was the effectiveness of successful intelligence-based education on academic motivation and academic self-regulation of students with specific learning disorder. This research was a quasi-experimental method with pre-test and post-test with control and experimental groups. The statistical population of the study included all male students aged 13-15 years with learning disabilities referred to educational and clinical centers in Khorramabad in the academic year of 2020- 2021. Among the statistical population, 40 male students with specific learning disorder who were eligible volunteers were randomly assigned to the experimental (n = 20) and control (n = 20) groups. The experimental group was trained for 12 sessions of 75 minutes. In order to collect research data, Harter Academic Motivation Questionnaire, Karl Magno Academic Self-Regulation Scale and Sternberg Successful Intelligence Training were used. Multivariate and univariate analysis of covariance were used to analyze the research data.

The results of the analysis of research findings showed that education based on successful intelligence has a significant effect on academic motivation and academic self-regulation of subjects (P<0/005).

The findings of this study showed that among the effective methods to increase academic motivation and academic self-regulation of students with specific learning disorder is successful education based on intelligence.