نشریه کودکان استثنایی
سال بیست و سوم شماره 4 (پیاپی 90، زمستان 1402)

The purpose of this study was to the effectiveness of transcranial direct current stimulation (tDCS) on perceptual visual coordination in students with learning disabilities.

It was a quasi-experimental study with pretest, posttest and control group design. The statistical population of the study included all students with learning disabilities in Dezful in 2020. The sample size consisted of 30 students with learning disabilities who were selected by available sampling method and according to the inclusion and exclusion criteria. The experimental group received ten sessions of ten minutes per week.The applied questionnaires in the study included Visual Critical Scale of the Bender-Gastalt. Data were analyzed using univariate analysis of SPSS version 22 software.

The results showed that transcranial direct current stimulation on perceptual visual coordination in the learning disabilities (p<0/001).

According to the findings of the present study, transcranial direct current stimulation can be suggested as an efficient method in order to reduction perceptual visual coordination in the learning disabilities.

The aim of the current research was to study the effectiveness of the home-school collaboration training program on school bonding and peer relation in boy students with attention-deficit/hyperactivity disorder.

The method of research was practical and quasi-experimental pretest-posttest with a control group. The study population included mothers, teachers, and boy students with attention-deficit/ hyperactivity disorder in schools in the 4th district of Tabriz in 2021. Using the convenience sampling method, 30 of these students were selected and randomly assigned into experimental and control groups. The school bonding Questionnaire (SBQ) and Hudson's Index of peers relation(IPR) were used to collect the data before and after the test. The home-school collaboration training program was carried out in nine training sessions for parents and teachers.

Data analysis used with Multivariate analysis of covariance and SPSS-16 revealed that there was a statistically significant difference between the scores of the subjects in the two stages of pre-test and post-test. In the same vein, there was a significant change in peer relationships and school bonds in the experimental group under the influence of the home-school collaboration training program.

Due to the effectiveness of the home-school collaboration training program, the development and implementation of this program is recommended for other groups with disabilities, teachers, and their parents.

The aim of this study was to investigate the effectiveness of art-based mindfulness intervention on social skills of students with learning disabilities.

The present research was an experimental study with pre-test, post test design and control group. In this study, 30 students with learning disabilities who had referred to learning disability centers in Shiraz city were selected by convenience sampling method and randomly divided into experimental and control groups.  Then Matson social skills test was administered as a pre-test in both groups and also art-based mindfulness intervention was performed on experimental group for 12 sessions.  Immediately after the intervention, the mentioned test was administered again as a post-test and one month after the intervention administered as a follow-up. Data was analyzed using repeated measures analysis of variance.

The results showed that arts-based mindfulness intervention program had a significant effect on the rate of social skills of children with learning disability.

Conclusion:

 Therefore, performing arts-based mindfulness intervention program is suggested to improve social skills of children with learning disability.

This study was conducted to analyze the content of Persian textbooks of elementary school students up to sixth grade in the mental retardation students.

The research method is a descriptive survey of the analysis type. The statistical population of this study is all Persian textbooks from first grade to the sixth grade of elementary school students of mentally retarded students in 2017-2018 using the purposeful sampling method. In this petition, all 8 Persian books of these students were analyzed in terms of words and sentences.

The results of this research show that among the components of the theory of mind in the first grade Persian book, only the components of predicting the behavior of others and the ability to understand and interpret the emotional states of others have been discussed. In the second elementary school Persian book, the components of the ability to understand and interpret the emotional states of others, to predict the behavior of others, and to take into account the mental states of others have been discussed, and in the third elementary school Persian book, the components of the ability to understand and interpret the emotions and emotional experiences of others, predicting the behavior of others, predicting one's behavior, and considering one's mental states have been discussed. In the fourth grade Persian book, predicting the behavior of others, considering the mental states of others and considering one's own mental states and the ability to understand and interpret the emotions and experiences of others are mentioned in the content of the book as components of the theory of mind and in the content of the book In the 5th elementary Persian, the components of predicting one's own behavior, predicting the behavior of others, the ability to understand and interpret the emotions of others, and to consider the mental states of others are mentioned, and finally, in the 6th elementary Persian book, all the components of the theory of mind - although A little - apart from the ability to understand and interpret one's emotional states, it has been addressed.

With the results obtained from the analysis of the content of the Persian books of elementary school students with mental disabilities based on the structure of the theory of mind, it was found that in these books, all the structures of the theory of mind have not been fully addressed in most of the levels, or The limited form has been paid.

Narrative discourse is a medium to share the outer and inner experiences of individuals Research has shown that autistic children have difficulty in different aspects of narrative discourse. The aim of this study is to analyze the narrative discourse of monolingual Persian-speaking children with autism based on the experiential metafuction introduced in the Systemic Functional Grammar (Halliday & Matthisen, 2004).

The research sample consisted of 30 autistic children (7-12 years old) which were selected from three center and were compared with 30 normal children (6-12 years old in grade 1-3). The two groups were selected based on random simple random sampling. Their performance were individually recorded and compared in the picture story telling task “the boy, the dog and the frog”. Then, their stories were investigated according to the experiential metafunction of systemic functional grammar and the frequency and percentage of different types of participants, processes and situations were computed.

The findings showed that autistic children in compare to normal children produced fewer clause complexes and clause simplexes and their difference was statistically significant (p<05/0). The findings also showed that autistic children in grade 2 and 3 used less modified nominal groups as Participants, the frequency and variety of processes and the diversity of Circumstances used by autistic children was lower in 2 and 3 grades than in their normal peers and their differences were statistically significant (p<0/05).

The results of this study indicate that, in contrast to normal children the ability of autistic children to use language to describe inside and outside experiences does not improve with age.

Biometry is an extensive branch of biotechnology which defines personal identification based on individual physical, physiological and behavioral characteristics. Fingerprint is a physiological property which is the most widely used application in identity recognition, due to its uniqueness and invariability. Fingerprint is made of skin lines scrubbing and not two people have similar fingerprints. Dermatoglyphics is a science which deals with studying skin lines available in palms or soles, fingers or toes correctly and systematically.

this study was performed to examine the relation between pattern type of dermatoglyphics and different types of minutiae by IQ in 100 female Persian students, 14-17 years old, living in Razavi Khorasan Province. For this purpose, after IQ evaluated and determined by Raven Intelligence Test then fingerprints were taken the studied people, finally, the relation between skin patterns and intelligence coefficient was evaluated by statistical analyses through SPSS Software.

Findings indicate that spiral pattern in both hands has the most frequency and arcuate pattern has the least frequency. Arcuate pattern frequency in left hand is more than right hand. The present study indicates that in intelligent group, pouchy pattern and in ordinary group, spiral pattern have the most frequencies. In symmetry gauge, frequency of minutiae patterns in the first knuckle of index finger in both groups, ordinary and intelligent groups showed a significant difference. Also, the highest line numbers in isolated right and left hands belonged to intelligent people.

this information in prognosis of psychological, medical and therapeutic plans, determining students' educational talent level, issues related to anthropology and social sciences can also be useful.

Children with intellectual disability get lower scores in basic motor skills than healthy people and need more time to learn than normal people. This research was conducted with the aim of investigating the effect of individual and dyad Brailletonik training on executive functions of children with intellectual disability.

The research method was semi-experimental, which was carried out with a pre-test and post-test design with a control group. The statistical population of the research was children aged 8 to 12 years with an average age of 9.8 ± 1.39, boys and girls with mental retardation in Aligoudarz city, from which 30 people were selected through available sampling. The participants were randomly divided into three groups of 10 people and performed the exercise program in 21 sessions of 30 minutes during seven weeks. To measure executive functions, a brief questionnaire was used. Spss version 26 software was used for data processing and covariance test and Bonferroni post hoc test were used for data analysis. In all statistical tests, a significance level of 0.05 was considered.

The results of analysis of variance showed that there is a significant difference between the groups under investigation in all the investigated components of the research. The results of Bonferroni's post hoc test indicated that the control group had a weaker performance than the individual and couple groups. The executive functions in the training group individually and dyad were better than the control group, and the performance of the dyad group in the variables under investigation was significantly better than the performance of the individual group (P≥0.05).

Brailletonik physical activity program has a significant positive effect on improving balance, reaction time and executive functions of children with intellectual disability. It seems that these exercises can be used as a targeted intervention individually or dyad to improve the movement performance of these children.

The purpose of the present study was to develop and validate a Persian language metaphors training package using an electronic method and to determine its effectiveness on verbal communication skills in students with hearing impairment.

The statistical population of the study included all students with hearing loss in the ninth grade of the first year of high school in Tehran, 30 of them were selected using the purposeful sampling method and randomly replaced in experimental and control groups (15 people in each group). In order to collect information, Queen Dam's communication skills scale (2004) was used. The research method was an experimental type with a pre-test-post-test design, follow-up with a control group. The experimental group was taught Persian language metaphors using the electronic method (8 sessions) and the control group did not receive any intervention except formal school training. The data were analyzed using statistical test of analysis of covariance and repeated measurement.

The results showed that the Farsi language metaphors training package using the electronic method had the necessary validity and was effective on the communication-verbal skills of students with hearing impairment (P<0.01).

Considering the nature of communication in the deaf and the importance of using modern technologies, the teaching of Persian language metaphors through the electronic education package has led to the improvement of communication-verbal skills in students with hearing impairment, and such methods can be used as supplementary education in schools.

the aim of the present study was to investigate the effect of Hatha yoga practice on reducing self-harm and other-harm behavior in children with autism.

 The method of the current research was semi-experimental with a pre-test-post-test research design with a control group, and in terms of its purpose, it was a part of applied research. The statistical population included 51 children aged 5 to 12 with autism disorder in the education and rehabilitation centers for exceptional children in Saqqez city in the spring and summer of 2016. According to the available sampling method, the number of samples was 24 people who were appointed by simple random sampling in two groups of 12 people, control and experimental, and were subjected to an exercise program 3 times a week for 14 weeks and each session included 45 minutes. And they responded to Gilliam's autism diagnostic test and Rojan et al.'s list of behavioral problems (2001). Data analysis was done using univariate covariance test.

Resulte: 

The results showed that the yoga training program reduced self-harm behaviors and other-harm behaviors (P<0.05) in the experimental group, but there was no significant effect on stereotyped behaviors.

 Considering that autistic children have a low level of physical fitness, it is necessary to use the yoga training program in their educational and leisure programs.

The teacher is the helmsman of education and training, due to his role and position, he is looked at with a different perspective compared to other groups in the society, he must have knowledge, skill, competence and professional commitment in order to fulfill his mission. important and dangerous (Delore, 2022). Numerous researches show that the quality of the teacher's performance is a very important factor in explaining the learning results and achievements of the educational system. Therefore, if an educational system fails to educate learners with appropriate skills and at the level of society's expectations, one of the main reasons can often be found in the quality of its teachers and trainers. When we talk about teachers' qualifications, we mean what helps them to work better and more effectively in different situations. Competence is a positive combination of knowledge, ability and willingness of a person to cope successfully and responsibly with changing conditions. Therefore, competence does not only focus on teachers' ability to achieve visible goals, but also extends to characteristics that are not yet fully apparent but may be identified in teachers' behavior. These competences cannot be communicated but must be developed. This type of competency is an internal quality that is not taught but learned. Furthermore, competence is not a finite state, but a quality that is continuously developed through practice (Warr et al., 2019).   In addition, since the education and training of students, especially students with special (exceptional) needs, is a very complex and specialized matter, there is no doubt that teachers and trainers lack the necessary professional and specialized skills for this type of training. Learners will not be able to do this task. This research was conducted by reviewing the texts, scientific documents and reviewing the subject literature with the aim of identifying and explaining the role of professional competencies of special education teachers and trainers with a focus on the mentally retarded group. The results of the surveys have been presented in the form of a set of competencies required by teachers and coaches of mentally challenged students, which include components such as positive and supportive interaction and creating hope in the child, controlling emotions and stress, attitude and skills. Facilitation in affairs, the ability to cultivate creativity, intelligent behavior along with scientific vision and cultural awareness, designing empowerment activities and timely intervention, enriching, adapting and strengthening the content and learning environment, as well as teaching communication skills, problem solving, Safety and health and defense of individual and social rights are among the most important. The topics presented can be used in the field of educational policy, evaluation of professional competence and empowerment of teachers and trainers in general and for special education teachers specifically, as well as in the design and development of curricula for disabled stude .Be used mentally..