نشریه تعلیم و تربیت استثنایی
سال بیست و سوم شماره 173 (فروردین و اردیبهشت 1402)

Transition means the changes, adjustments and experiences of density that are created in the life of each person by going from one environment to another. Examining the career path, entrepreneurship and decent work for empowering individuals with visual impairment is of particular importance. This research aims to investigate the transition with emphasis on strengthening competencies and skills, the changes necessary to go through the stages of transition and career development, developing the career path, training for transition and autonomy, preparing individuals for job search, entrepreneurship in order to support empowerment and decent work for individuals with visual impairment were performed. The present research method was descriptive and review type. Articles, theses and books available in reliable scientific databases from 2000 to 2023 were used to collect information. Conclusion Transitions for students with visual impairment should serve as an essential support system in the classroom to identify and fill gaps in the transition from education to the labor market. The changes required to go through the stages of transition and career development include the need to facilitate experiential and applied learning, develop alternative skills, and learn how to access information. Customized employment is an important strategy to support individuals with visual impairment in finding suitable employment. All human beings deserve to have a decent job. Therefore, a systematic, targeted, planned and suitable career guidance and counseling should be designed for individuals with visual impairment.

Introduction Mothers of students with special needs in caring for their children and their education show a high level of stress and anxiety, which is more important during the Covid-19 pandemic and not only has negative effects on the mental health of mothers. It has, but it also has harmful effects on children's health. In this regard, the aim of the present study is to compare rumination and anxiety in mothers of students with and without special needs during the Covid-19 pandemic. Method The design of the current research was causal-comparative. The statistical population included all mothers of students with and without special needs who were studying in primary schools in the west of Gilan province in the academic year of 1400-01. The studied sample included 68 mothers of students with special needs (in the groups of mentally retarded, autism spectrum disorder, Specific learning disorders, and hearing impairment) and 83 mothers of students without special needs, who were selected by available sampling and according to the entry and exit conditions. became The tools used in the research included Nolen Hoeksma and Maro rumination response scale (1991) and Kettle anxiety questionnaire (1905). Findings The results showed that there is no significant difference between the average scores of anxiety components in the group of mothers of students with and without special needs, but there is a significant difference between the scores of rumination in the group of mothers at the 0/05 level (P<0/05). Conclusion This research has shown a significant difference between Rumination in mothers of students with and without special needs during the Covid-19 pandemic. Therefore, coaches and teachers of exceptional schools can use the results of this research in their educational programs.

The guide of development, design and implementation of mathematical interventions for children at risk for mathematical learning difficulties: A review study □ Kamyar Aiemi, Ph.D. Student in Educational Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran □ Manizheh Shehni Yailagh*, Professor in Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran □ Alireza Hajiyakhchali, Associat Professor in Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran Abstract Background & purpose This study aims to evaluate the nature of mathematical learning difficulties, especially for defining, identifying, and determining the prevalence of children at risk for mathematical learning difficulties, and prevention and intervention principles aiming to propose strategies to develop and design effective mathematical interventions to improve the learning ability and performance of at-risk Persian children of 5 to 8. Materials and methods The current study was conducted as a review and with a systematic and comprehensive search of information between 2012 and 2022 in both computer and manual methods in databases. The inclusion criteria were (a) the intervention content focusing on one or more components of early number skills, (b) randomized controlled trials or quasi-experimental designs, (c) children aged 5-8 years old at risk for mathematical learning difficulties, and (d) the literature in the English language. Results First, children at risk for mathematical learning difficulties were defined and identified, and their prevalence was determined. Second, the focus was on the response to intervention approach as a multi-level prevention model. Third, the intervention definition and the characteristics of mathematical interventions were examined. Fourth, the research-based principles and guidelines were determined and presented, which were fundamental for effective mathematical interventions. Conclusion How the results of this comprehensive study can help scholars, practitioners, teachers, and trainers expand their knowledge base and implement the results of mathematical interventions for children aged 5-8 years old at risk for mathematical learning difficulties was discussed.

Anxiety disorders are one of the most common mental disorders in school age. The purpose of this study is comparing effectiveness of mothers’ behavior management training with cognitive behavior group therapy with considering both presence and lack of presence of girls who have social anxiety. Materials and Methods This research has been done experimentally by the approach of pre-test, posttest as well as follow-up along with control group. The statistical population consists of all girls from 13 to 15 Zeynabiyeh schools in Shahriyar. With our performance on 600 school students, 120 students with social anxiety were found that 45 persons selected. First educational group received mothers’ behavior management training and second educational group received cognitive behavior group therapy of girls, mothers’ behavior management training and control group did not receive any training and stay on the waiting list. The instrument of research was Jerabek social anxiety scale. Data were statistically analyzed using SPSS24 software and analysis of variance with repeated measurements. Results The results indicate that mothers’ behavior management training and cognitive behavior group therapy of girls together lead to decreasing social anxiety(p>0.05 ). but mothers’ behavior management training alone could not reduce social anxiety. These outcomes were acknowledged in follow-up. Conclusion According to the findings of the study, the effectiveness of the intervention of behavioral management training for mothers and cognitive-behavioral training for girls was confirmed in reducing girls' social anxiety. Therefore, this method can be considered as one of the useful and practical treatments for this group of girls.

Students with hearing impairment have difficulty in reading. The reading process in these people is weak due to the fact that they not only lack inner speech, but also cannot automatically use the rules of matching phonemes with letters. Meanwhile, one of the evolutionary factors involved in the reading process is the memory function. Therefore, the purpose of this research is to investigate the effectiveness of the rehabilitation program based on working memory on word recognition in children with hearing impairment.

The method of this research was an experiment with a pre-test and post-test design with a control group and follow-up. The statistical population of the research included all children aged 8 to 13 with hearing impairment (girls and boys) who had hearing aids in Shiraz city in 2023. After screening, the research sample was selected from Khagani Elementary School in Shiraz according to the entry and exit criteria and randomly assigned to two experimental (15 people) and control (15 people) groups. The research tool included the reading and dyslexia test. In order to analyze the data, descriptive statistics including mean and standard deviation were used, and to test the hypotheses, the method of mixed two-way multivariate analysis of variance was used.

The research Results showed that the rehabilitation program based on working memory improved word recognition in children with hearing impairment.

According to the findings of the present study, the rehabilitation program based on working memory is a useful program for improving word recognition in children with hearing impairment.

Autism spectrum disorder and attention deficit/hyperactivity disorder are part of neurodevelopmental disorders that are caused by abnormal brain development and affect specific cognitive and social abilities. The present study was conducted with the aim of comparing self-compassion and post-traumatic growth of mothers of children with autism spectrum disorder and attention deficit/ hyperactivity disorder. Method The design of the current research was of causal-comparative type. The statistical population included all mothers with 7-9-year-old boys with autism spectrum disorder and attention deficit/ hyperactivity disorder who referred to the rehabilitation and counseling centers of Golestan province in 2021. A sample of 50 people (25 people for the group of mothers with children with autism spectrum disorder and 25 people for the group of mothers with children with attention deficit/hyperactivity disorder) were purposefully selected from among the mothers. To collect data, Neff's self-compassion questionnaire (2003) and Tedeschi and Calhoun's post-traumatic growth questionnaire (1996) were used. Data analysis was done with SPSS-24 software and using independent t-test and multivariate analysis of variance. Findings Based on the results obtained from the data analysis in the current study, there is a significant difference in self-compassion and post-traumatic growth in mothers of children with autism spectrum disorder and attention deficit/hyperactivity disorder (P<0.05). Mothers of children with autism spectrum disorder had less self-compassion and post-traumatic growth than mothers of children with attention deficit/hyperactivity disorder (P<0.05). Conclusion Based on the findings of the present study, mothers with a child with autism spectrum disorder have lower self-compassion and post-traumatic growth than mothers with a child with attention deficit/ hyperactivity disorder due to the therapeutic and time involvement with their vulnerable child.