نشریه تعلیم و تربیت استثنایی
سال بیست و سوم شماره 176 (مهر و آبان 1402)

the purpose of the present study is to examine the mediating role of the sense of agency in explaining the effect of attitude towards time and hope for employment on the quality of life of blind and visually impaired students.

A descriptive correlational research method was carried out. Also, in terms of the purpose, this study was practical. The statistical population of the current research The statistical population of the current research includes all blind and partially sighted people between the ages of 12 and 35 years who were members of the Blind Association of Khuzestan province in 1401, who had university education (associate to doctorate), the number of the sample of the current research is 233 people and the sampling method Purposeful form was used. The research tools included the Quality of Life Questionnaire of the Blind and Visually Impaired (Forest et al., 2000), Time Attitude Questionnaire (Mello & Worrell, 2010), Employment Expectation Questionnaire (Qureshi Rad, 2008) and the Sense of Agency Questionnaire of Visually Impaired People (Farahani et al., 2017). Data were analyzed using descriptive statistics and structural equation modeling (SEM).

The coefficient of the indirect path between hope for employment and quality of life (β=0.182, P=0.001) is positive and the coefficient of the indirect path between negative attitude to time and quality of life (P=0.001, β= -0.159) is negative and significant. In contrast, the indirect path coefficient between positive attitude to time and quality of life was not significant.

The results showed that sense of agency negatively mediates the effect of negative attitude towards time on the quality of life of blind and visually impaired students, and the effect of hope for employment on their quality of life is positively and meaningfully mediated.

Stuttering is one of the most common speech disorders. Parents with children who stutter are often worried about the reactions of society, relatives and friends. As a result, they face more stress and anxiety. This situation is a source of increased tension and affects their mental health. Therefore, the purpose of the present study was to determine the effect of the nursing program on reducing the stress of mothers with children who stutter.

This research was conducted as a semi-experimental type with a pre-test and post-test design with experimental and control groups.The statistical population of the present study included mothers with stuttering children in Karaj in 1400-1401. 30 qualified people were selected by purposive sampling and were randomly replaced in the control group (15 people) and the experimental group (15 people). The experimental group received 12 sessions of the remission program as a group, and the control group did not receive any intervention. In this research, Abidin's parental stress questionnaire (1983) and Pianta's parent-child relationship scale (1992) were used to collect data. Univariate and multivariate covariance analysis were used to analyze the research data.

The results of the research data showed that the forgiveness program is effective in reducing parental confusion, ineffective parent-child interaction, problematic child characteristics and overall stress score (p<0.001).

The results of the analysis showed that stress, parental confusion, dysfunctional parent-child interaction, and problematic child characteristics of mothers with children with stuttering in the group that received the forgiveness program were significantly lower than in the group There were those who had not received the amnesty program.

The purpose of this research is to analyze the difficulties of the virtual education system based on the happy educational system for students with special needs.

This research is qualitative in terms of research approach, in terms of purpose, applied; In terms of data collection method, descriptive-survey and in terms of time, cross-sectional. The statistical population of the present study includes experts and experts in the field of distance education and officials and experts of exceptional education as well as managers and teachers of exceptional education schools in the country in the academic year of 1401-1400. 30 qualified people were selected by purposive sampling method and 530 people answered the semi-structured questionnaire in writing. Summarizing and analyzing the text of the interviews was done according to thematic analysis method.

The analysis of the data obtained from the interview with the research participants shows that the appropriate dimensions and components for virtual education policies for students with special needs follow a special conceptual model that is similar to the Crick pathology model. Patrick includes four levels of adaptation: reaction, learning, behavior and results. Also, the difficulties of virtual education based on Shaad separately for teachers as one group and for school administrators and experts of special education departments as another group And also the difficulties of virtual education based on Shaad for students according to the spectrum of students' disabilities, including multiple disabilities, autism spectrum, vision impairment, hearing impairment, mental retardation, physical motor impairment, and learning disorders along with the frequency of participation responses. It is presented in statistics and research.

The review of the findings indicates that the Shad educational system needs many changes in order to provide suitable virtual education for students with special needs.

The present study was conducted with the aim of comparing the effectiveness of parenting based on organization and positive parenting on improving parenting skills and the quality of parent-child interaction in deaf children in Semnan city.

This research was quasi-experimental with a pre-test-post-test design. The statistical population included all mothers of deaf and hard-of-hearing children in Semnan city in the academic year of 1401-1400. Sixteen participants of this study were randomly assigned to two experimental groups of positive parenting (8 people) and organization-based parenting (8 people). The participants answered the parenting questionnaires of Baumrind (1973) and parent-child relationship of Pianta (2011) before and after the intervention.

The results of multivariate covariance analysis showed that there is a significant difference between the groups, and the positive parenting group has a higher average than the parenting group based on organizational skills in parenting skills and parent-child interaction. In addition, the results of the paired t test showed that although the changes in the two groups are significant from the pre-test to the post-test, the changes in the positive parenting group are more.

Mother-child interaction is a complex and multi-dimensional matter, and considering the child's deafness, this interaction should include key effective factors such as attitude, parental acceptance, how to manage and control behavior, sense of social competence and self-control, parenting knowledge and skills. , the good thinking of the parents in raising the child and creating an environment with minimum conflict, which in the results of the data, positive parenting was more aligned with these cases.

Autistic children are children who differ from normal children in terms of social interactions, communication, play and interests.

The purpose of this research is to systematically study the curriculum based on social emotional intelligence of students with autism spectrum disorder. In this research, a curriculum based on social emotional intelligence has been examined from all aspects.

The research approach is of a qualitative type using a meta-composite strategy. In order to find the characteristics and components of the curriculum based on social emotional intelligence, recent researches have been selected with a systematic method. The study population is the research conducted in the last 15 years, which was done through content analysis, categorization and screening, and about 31 eligible studies and the criteria in question were purposefully selected, coded and classified. And patterns, theoretical bases and main themes were extracted.

Then, using content analysis, four dimensions were identified, which include twelve sub-categories in the form of curriculum objectives dimension in three sub-categories, curriculum content dimension in three sub-categories, teaching-learning process dimension in three sub-categories, curriculum evaluation dimension in There are three sub-floors.

Based on the findings of the present study, it can be concluded that the curriculum based on social emotional intelligence of students is effective in students with autism spectrum disorder.

Following the changes in education after the covid-19 pandemic, teachers of students with mental disabilities received different experiences. The aim of the present study was to investigate the lived experience of educators of intellectually disabled students from electronic education during the Covid-19 era.

This study was of qualitative type using phenomenological method. Data were collected through unstructured interviews and analyzed by Smith's method. The population of this research was all teachers of exceptional schools in Karaj city. Sampling was done purposefully and with 20 people.

An in-depth analysis of the teachers' views led to the identification and classification of 11 main themes, 27 sub-themes and 55 primary codes, some of which are considered strengths (parents being informed about the educational process, constant access to students, easy communication between students and the promotion of instructors) and some others as weaknesses (decreasing student and instructor concentration, student inability to use teaching tools, lack of special educational requirements for students with mental disabilities, energy-consuming virtual education, difficulty in measuring learning, communication problems with parents and problems personal and family for the coach) were introduced.

By combining the strengths of face-to-face and online education, an effective step can be taken in improving the quality of learning of intellectually disabled students. In addition, when necessary, it is necessary to design a special electronic system for this category of students.