نشریه تعلیم و تربیت استثنایی
سال بیست و چهارم شماره 183 (آذر و دی 1403)

The society’s attitude towards children and adolescents with visual impairment is changing in the world in line with the development of technology. Educational systems are expected to prepare this group of people more and better and by using assistive technology to enter adult life. In addition, assistive technology plays an effective role in the education and rehabilitation of children and adolescents with visual impairment. This study was conducted with the aim of investigating the use of assistive technologies for reading, writing, mathematics, science, orientation and movement, daily life activities, play and lisure time of children and adolescents with visual impairment.

this research is descriptive and systematic review. In order to collect information, a screening flowchart and a CASP evaluation checklist were used, which initially identified 36 sources and finally used 25 sources. Scientific databases such as Google Scholar, Science Direct, Elsevier, Springer, Web of Science, PubMed were used to search for sources. For this purpose, the keywords of assistive technologies, academic skills, orientation and mobility, activities of daily living, play and leisure were searched in the years 2001 to 2023 and necessary information was collected.

Assistive technologies are produced and adapted according to the type and degree of disability of people. Technology has a very wide field and includes from light pens to various tablets, and it significantly helps children and adolescents with visual impairment. Mobile phones and tablets in different sizes and models are examples of information technology tools that children and adolescents with visual impairments can use to communicate with their parents or other people by sending written or video messages. Technology has the ability to act as speech for children and adolescents. Therefore, it is necessary to use assistive technology for children and adolescents with visual impairment.

Today, robots have found a prominent role in our human lives. In recent years, social robots have become a part of all kinds of human activities, especially in programs such as entertainment, education, companionship that include children, the interest of this work is in the interaction of social robots with children in the field of special education. The aim of this research was to systematically investigate the application and challenges of using robots in special education.

To identify the challenges and application of social robots, two documentary methods and reference groups have been used. At the beginning and after examining the related sources, a total of 355 sources were identified, 26 of which were evaluated more precisely based on the criteria of usefulness. After the multi-stage analysis and extracting the findings, the relatively common cases were combined with each other and categorized into three main areas, dimensions and quality indicators. In the next step, after checking the validity of the findings by the peer review method, these findings were refined according to the conditions.

The results showed that social robots were effective in achieving therapeutic and educational goals, especially for supporting children with special needs.

This study showed a large number of attempts to apply social robots in the special education of children with different disabilities, especially in recent years, as well as a wide variety of social robots from the market that are involved in such activities. Also, considering the colorful role that robots can play in education, especially special education, and considering the previous findings that indicated the positive effects of social robots in the education and treatment of children with special needs. The main result of this work is that the specific field of application of social robots is in the first step of development, however, it is expected that it will receive the attention of the research community in the coming years.

This research aimed to compare the effectiveness of cognitive-behavioral play therapy and filial therapy in reducing impulsivity, improving social competence, and enhancing empathy in children with learning disabilities.

The current research method was semi-experimental with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of the research included all students aged 7 to 9 (first and third grades) with learning disabilities in the academic year of 2011-2012 who referred to learning disability centers located in Tonkabon city. 45 were available and were randomly placed in three groups of the first experiment (cognitive behavioral game therapy), the second experiment (filial therapy) and the control group. The tools used are Barat Impulsivity Scale Questionnaire (1959), Social Competence Scale by Cohen and Rasman (1972), Khosravi and Larijani's Standard Empathy-Child and Adolescent Questionnaire (2019) and Filial play therapy intervention, a 10-session, 90-minute therapy session and a once a week and cognitive behavioral game therapy intervention was an 8-session, 60-minute therapy session once a week, the data were analyzed by repeated measurement variance analysis method and SPSS version 24 software.

Both cognitive-behavioral play therapy and filial therapy were effective in reducing impulsivity in children with learning disabilities (P<0.01). However, based on the Bonferroni post-hoc test, the cognitive-behavioral method had a greater effect on reducing impulsivity compared to filial therapy. The results showed that both cognitive-behavioral play therapy and filial therapy were effective in improving social competence and empathy in children with learning disabilities. However, based on the Bonferroni post-hoc test, filial therapy had a greater effect on increasing social competence and empathy compared to the cognitive-behavioral approach (P<0.01).

Overall, this research demonstrated that both cognitive-behavioral and filial therapy approaches are effective tools for increasing empathy, reducing impulsivity, and enhancing social competence in individuals. The use of these approaches in counseling and treatment centers can aid in improving interpersonal relationships and mental health.

Children's separation anxiety disorder, as one of the common disorders of childhood and adolescence, can lead to the loss of mental health and psychological distress of mothers. The present study was conducted with the aim of investigating the effectiveness of compassion-based treatment on depression, anxiety and stress of mothers of children with separation anxiety disorder in 2021-2022 in Qaimshahr city.

In this research, a quasi-experimental method was used with a pre-test-post-test design with a control group. The statistical population included mothers of female children with separation anxiety disorder, and the study sample included 30 of them, who were selected by available sampling method, and randomly assigned to two experimental and control groups. The experimental group participated in the compassion therapy training course for 8 weekly sessions, but the control group did not receive any intervention. Both groups were evaluated in pre-test and post-test stages with depression, anxiety and stress questionnaires. Univariate analysis of covariance test was used to analyze the data.

The findings of the research showed that compassion-based treatment had significant positive effects on the depression, anxiety and stress scores of mothers, so that in the post-test stage, compared to the pre-test, the scores of depression, anxiety and stress decreased significantly (p<0.001).

Therefore, considering the positive results that compassion has in reducing mothers' depression, anxiety, and stress, and it can play an effective role in reducing the anxiety of these children by improving the child's parent relationship, it can be considered as one of the most effective and superior interventions in the field of promotion. He knew their mental health.

Dyslexia is a Specific learning difficulty that could lead to academic and learning problems in students and has a very high prevalence in schools. the Aim of this study was to investigate the Effectiveness of educational intervention based on multiple learning systems on improving working memory and attention in Students with Reading difficulties.

This research has been quasi-experimental with pretest-posttest outline with a control group. Statical community of this study includes all dyslexic students of elementary school in Maragheh that 30 of them were selected by using available sampling through random sampling were located in two test and control groups. For each group, first, the pretest WISC-R test (5th version) and also the Reading and Dyslexia Test (Nema) (Karami & et al, 2009) attention test (Stroop) was performed. then, the intervention program based on learning systems was implemented on test group for 14 sessions (each session, 45 minutes. the data were analyzed using covariance analysis method.

According to the findings of the research, there was a significant statistical difference between the two groups of subjects in terms of working memory and the number of errors and reaction time in attention, and the number of errors in the experimental group was less than that of the control group, and the reaction time of the experimental group was less than that of the control group.

According to the statistical difference between the performance of the two groups of subjects, it can be concluded that the educational intervention based on learning systems is effective on working memory and attention and improves the performance of working memory and attention of students with reading difficulties. Therefore, it is suggested that teachers of special learning problems use these types of programs to improve the reading difficulty of their students.

The purpose of this research was to effect schema therapy on reducing negative attribution style and cognitive avoidance of students with specific learning disabilities.

The research design was semi-experimental with pre-test and post-test with control group. The statistical population included all students with specific learning disabilities in Dezful city, from among whom 30 were purposefully selected and tested in two groups of 15 each. The research instrument was children's attribution style questionnaire (Thompson et al., 1998) and cognitive avoidance (Sexton and Douglas, 2008). First, the pre-test was conducted in two groups and then the experimental group was trained in schema therapy for 8 sessions. These meetings were held in groups and weekly. At the end, both groups were evaluated in the post-test.

The results of univariate covariance analysis showed that the schema therapy program reduced the negative attribution style and cognitive avoidance of students with specific learning disorder (P<0.001).

According to the obtained results, it can be concluded that schema therapy training is an effective treatment for reducing the negative and avoidant attribution style and generally improve mentally healthy.