نشریه تعلیم و تربیت استثنایی
سال بیست و دوم شماره 170 (مهر و آبان 1401)

Emotion is a strong affective perception or feeling that arises from personal circumstances, one's mood, or communication with others. Emotions are multidimensional and have holistic structures that consist of different dimensions such as behavioral expression, physiological layers, phenomenological experience, cognitive processes and social context. The aim of this study was to investigate the structure of emotion and its components, classification of emotions, the effect of visual impairment on the development of emotion, identification of emotions in learners with visual impairment, emotional competence and the application of emotion identification for students with visual impairment. The method of this research is descriptive and review. Articles and books in reputable scientific databases from 2001 to 2022 were used to collect information.

The emotional development of children and adolescents with visual impairment develops differently compared to their normal peers. The ability to accurately identify the emotions of others is considered central to achieving emotional competence. Understanding the content of other people's emotional states goes beyond simple understanding of primary emotions such as happiness, anger or sadness. Although people with visual impairment do not necessarily have a problem in understanding basic emotions, they are delayed in identifying emotions and especially in identifying higher-order emotions such as anger, embarrassment, and disappointment. Considering that the social world becomes integrated and comprehensible for people with visual impairment through the understanding of these emotions. Therefore, it is possible to improve the development of their emotional competence by teaching higher-order emotions.

The birth of a mentally retarded child affects various aspects of parents' lives. Psychological burden and cognitive inflexibility in mothers with children with mental disabilities cause several psychological problems. The aim of this study was to investigate the effectiveness of psychological empowerment on psychological burden and cognitive flexibility of mothers with mentally retarded children.

In a quasi-experimental study, 30 mothers with mentally retarded children from the Rehabilitation Educational Complex of the Rehabilitated Education District 2 in Tehran in 2020 were randomly selected and divided into two experimental groups (15 people) and control (15 people (. For the experimental group, 8 sessions of psychological empowerment training based on the individual psychology approach were held for 8 weeks and the control group did not receive any psychological intervention during this period. Participants were measured by Pai & Kapur Family Burden Interview Schedule and Dennis & VanderWal Cognitive Flexibility.

The results of the analysis of covariance showed that there was a significant difference between the experimental and control groups in psychological load and mothers' cognitive flexibility in the post-test stage. Findings showed that psychological empowerment training has a positive effect on reducing psychological burden and promoting cognitive flexibility of mothers with mentally retarded children (P <0.05).

Based on the evidence of the present study, this intervention can be used to reduce stress and promote the cognitive flexibility of mothers with mentally retarded children.

This research was conducted with the aim of comparing the effectiveness of timely intervention and timely intervention along with family education on improving the academic ability and cognitive performance of late learners.

The research method was an experiment with a pre-test and a post-test with a control group. 36 late learners were considered as samples using available sampling method. They were replaced randomly in three groups (two experimental groups and one control group). The experimental groups were trained in 20 sessions of 90 minutes during one month. The data obtained from reading, math and writing prerequisite skills tests, Wechsler test for children, Leiter test and Goodinaf dummy were analyzed using covariance analysis method.

The results showed that timely intervention and timely intervention along with family education had an effect on the components of academic ability (reading, writing and math prerequisite skills). Also, the results showed that timely intervention and timely intervention along with family education had an effect on cognitive performance in Wechsler's test and Leiter's test, but did not affect Godinaf's dummy test. The results of Tukey's test also showed that timely intervention and timely intervention along with family education were significantly different from the control group in the components of academic ability. In addition, timely intervention along with family education has been more effective in reading prerequisite skills. However, timely intervention and timely intervention along with family education did not have different effectiveness in math and writing prerequisite skills. Also, the results of Tukey's test also showed that timely intervention and timely intervention along with family education in the Wechsler test were significantly different from the control group, but only timely intervention along with family education was significant in the Leiter test. In addition, timely intervention along with family education has been more effective in the Wechsler test. Timely intervention and timely intervention along with family education showed different effectiveness in the Wechsler test.

The findings of this research confirmed the effectiveness of timely intervention and timely intervention along with family education on improving the academic ability and cognitive performance of late learners.

The purpose of this study was to design a citizenship education curriculum model for students with special needs.The qualitative methodology of the data theory of the foundation is used and in terms of research philosophy. It is in the category of applied positivist paradigm and in terms of qualitative and quantitative research, it has an inductive and deductive approach and survey strategy. The statistical population of this research is experts and specialists of special curriculum planning and experts of exceptional organizations. Sampling was performed using non-probabilistic judgmental method. Interviews were conducted with research samples. In order to sample, the snowball method was used and the interview was conducted in a semi-structured manner with open and general questions up to 15 people to saturate the data, but for more assurance up to 24 people were interviewed. The factors were identified using the foundation data technique using Atlas ti software. In-depth interview was used as the main data collection tool at this stage. Based on the obtained results, a total of 106 concepts and 21 categories or open source codes were identified and extracted. The 21 identified categories were divided into 6 main datasets of the foundation. Among the identified factors, the axial coding paradigm was performed and based on that, the linear relationship between research categories including causal conditions, axial categories, contextual conditions, intervening conditions, strategies and consequences was determined. The results obtained showed the importance of the practicality of citizenship education for students with special needs. The results presented in this study show that the most important results obtained from the interviews emphasized the content of citizenship education and training methods. Regarding teaching and learning methods, the formation of informal groups and monitoring the activities of groups, learning in practice and student-centered and participatory teaching methods are emphasized.

To deal with the problems caused by attention deficit/hyperactivity disorder, including anxiety and emotional regulation, sometimes it is necessary to modify the parenting method. Therefore, the purpose of this research was to identify the effect of positive parenting program on the level of anxiety and emotional regulation of children with attention deficit/hyperactivity disorder.

The present study was quasi-expremental and pretest-posttest design was used with control group. The statistical population of the present study inclouded all boys with ADHD who were at the same time with anxiety and emotional regulation, and were enrolled in the randomly of Shahrekord city in the academic year 1398-1399. The sample of this study consisted 30 mothers of children with ADHD that were involved in anxiety and lack of emotion regulation. In this study Children symptom inventory-4, Spence children anxiety scale and Emotion regulation checklist were used. The subjects in the experimental group received 8 sessions of one hour per week of parental training and the control group did not receive any training. Result of analysis of covariance showed that Triple P had a significant effect on anxiety and emotion regulation in children with ADHD and decreased these problems.

The results of the research data showed that teaching positive parenting program to mothers reduces anxiety (total), separation anxiety, social anxiety, pervasive anxiety, physical anxiety and obsessivecompulsive disorder in children with attention-deficit/hyperactivity disorder. It is an effective activity (p>0.05). Also, the results of the research indicated that teaching positive parenting program to mothers is effective in increasing (total) emotional regulation, increasing adaptive emotional regulation and reducing instability/negativity in children with attention deficit/hyperactivity disorder was (p>0.05).

Based on the obtained data, it can be said that teaching positive parenting program to mothers was effective in improving the level of anxiety and improving emotional regulation in children with attention deficit/hyperactivity disorder.

Awareness of the current situation, followed by an informed decision to continue the path or make the necessary reforms to improve the current situation is a requirement for the success of integrated-inclusive education. Therefore, the present research was conducted with the aim of providing a comprehensive picture of the current conditions of integrated-inclusive education.

In this descriptive-survey study, the opinions of 104 interface and receptive teachers of Kurdistan province about the conditions of students with special needs in regular schools, were investigated by a researcher-made questionnaire.

Findings showed that inadequate access of students with special needs to educational and rehabilitation support, inadequacy of schools physically, high number of students in classes, low use of various teaching methods and research-oriented strategies, less participation of students with special needs in various school activities, are as shortcomings of the current situation of integrated-inclusive education. Also, low participation of students with special needs or their parents in effective decisions in their life, dissatisfaction and lack of enjoyment of being in the classroom most of the time, less expectations of teachers and school staff from students with special needs, How the interface teachers works with these students are another issue of the current situation of integrated-inclusive education that needs to be corrected and revised. Some of the findings indicate acceptable points of the current situation, including that adaptations of student assessment of special needs often do not change expected standards and also the curriculum reasonably prepares students to participate in society and live with other people. In addition, students with special needs have two or three close friends in the regular classroom and school.

The results of the present study indicate that integrated-inclusive education in some aspects has a long way to go to reach the desired point, which in the end provided recommendations to improve the current situation and eliminate its shortcomings.