نشریه کودکان استثنایی
سال هشتم شماره 2 (پیاپی 28، تابستان 1387)

This article reviews the process and the considerations on mental retardation terminology change to intellectual disability (ID), and how ID fits within the general construct of disability. Some related sources were reviewed, and the Perspective paper(Schalock et al., 2007) was translated into Persian and added to the article. Results and Increasingly, the term ID is being used instead of mental retardation. The term covers the same population of individuals who were diagnosed previously with mental retardation in number, level, kind, type and duration of the disability and the need of people with this disability for individualized services and supports. This transition has been supported by many organizations. Further discussions are anticipated to be continued in order to refine the construct of ID, improve the reliability of diagnosis, and better understanding on the aspects of human functioning.

The purpose of this study was evaluating the impact of group problem-solving training on social skills for students with visual impairment. This survey utilized a semi-experimental design with pre-test and post-test and control group. The participants consisted of 20 randomly selected students with visual impairment studying at Ababasir Center in Isfahan, and assigned into experimental and control groups. The scale was teacher s form of Social Skill Rating System of Gresham and Elliot. Data were analyzed with covariance analysis. Results showed that the training of group problem solving could increase social skills in the students (P=0.0001), and decreased the externalizing behavior problems (P=0/0001). The analysis of follow up data showed that these effects continued for one month (P=0.0001). This research emphasizes that group problem solving can enhance the social skills, and decrease the externalizing problems in students with vision loss.

This review study aimed to adapted version in Farsi language of a prevention and remedial tutoring model and preparation of a ready-to-use classroom teaching package for preschool to third grades. In recent years, the study of phonological processing as casual factors in reading acquisition and ability has received considerable attention and converging evidence has been obtained from research in diverse disciplines like neurological science, cognitive psychology and education. This line of research, supported by an impressive amount of empirical research has culminated in the development of the Phonological Model of Reading Disability (Stanovich, 1998; Shaywitz, 2003). Accordingly, the core deficit in children diagnosed as dyslexia and other below-average readers lies in their inability to decode writing symbols into phonological information. Resultss: Therefore, National Reading Panel (2000) suggest that in order to read, all children must be taught alphabetic, comprising phonemic awareness, grapheme-phoneme corresponding, reading fluency, vocabulary and reading comprehension. These elements must be taught systematically, comprehensively, and explicitly. Among the few programs that meet these stringent requirements, is Blachman s (2003) program, for which much empirical evidence support its effectiveness. This program was designed to develop of reading skills besides just phonological training and consist of five-steps: (1) the learning of soundsymbol association, skill aimed at phonological awareness training; (2) the instruction in phoneme analysis and blending kills categorization of words on the basis of rhyme or alliteration and letter-name and letter-sound association training; (3) accuracy and fluent reading of words; (4) reading connected stories and reinforcement of comprehension and the last step; (5) a short writing to dictation activity. The final adapted program has been prepared as teaching package containing all the materials needed for implementation by teachers in their own classrooms.

This study was conducted to investigate the effect of teaching cognitive strategies on academic achievement in students with dysgraphia. 60 students were randomly selected among 480 students with dysgraphia, and assigned randomly into two groups. The cognitive strategies were administered to the experimental group through Englert model in 25 sessions and in five different stages. The results manifested significant differences in performance between the two groups. The experimental group had a better academic performance than the control group. However, no significant difference was observed between male and female students in academic achievement after teaching cognitive strategies. This study approves that Englert model for teaching cognitive strategies can improve academic achievement in students with dysgraphia.

This research surveys the condition of the educational factors of physical education course program for students with mental retardation. The population included 375 exceptional education professionals (managers, experts, and physical educators) from Markazi Province, among which 197 subjects were selected on the basis of Morgan sample size table, and through random cluster sampling. The means of data gathering was researcher-made questionnaires, with a reliability of 0.90 calculated by Cronbach's alpha test. The collected data were analyzed utilizing frequency calculation, percent, 2, and Kruskal- Wallis test. The results display that the definition and development of the objectives of PE course for mentally retarded students is very inappropriate (68.6%), formal and informal content of the course of PE (respectively 90.9 and 39.6%), the method of teaching PE 40.9%), and the scientific and specialized knowledge of PE teachers (34.3%), are not satisfactory and appropriate. Furthermore, from the subject's point of view, the quantity of the devoted hours to PE course is not proportionate with the needs of these students and is nor suitable and enough (59.4%). The research subjects suggest that the most important strategies for improving the PE course for students with mental retardation are respectively: (1) defining, developing, and explaining the philosophy and objectives of PE, (2) compiling course books, pamphlets, and educational/educational aids tables, proportionate with various needs, interests and disabilities, (3) employing exceptional physical educators. This study concludes that physical education course program for students with mental retardation requires to be revised and modified.

This ex post facto research was set to study the association of stress, religious attitude, and knowledge with maternal acceptance for sons with mental retardation (MR). 107 mothers were selected using a multistage cluster method (stage: exceptional schools of boys; and stage 2: class). Parenting stress index, religious attitude scale, and inventory of MR knowledge was administrated. ANOVA and multiple regression analysis displayed that mothers with higher parenting stress were less acceptant. Also, acceptance was significantly different among three SES levels. More religious mothers were highly acceptant, and mothers with more knowledge about MR were also more acceptant. The findings showed that more religious mothers experienced less parenting stress. On the other hand, mothers with more knowledge about MR experienced less parenting stress. This study revealed that a significant relationship exists between parenting stress, religious attitude, knowledge about mental retardation and acceptance by mothers.

The aim of this study was to investigate the prevalence of behavioral disorders among elementary students in Fars province. the sample size consisted of 1445 elementary students (749 boys and 613 girls) which were selected utilizing multistage stratified random method. Children symptom inventory (4th -edition (CSI-4), and demographics inventory were used to diagnose students with behavioral disorders. Frequency, percentage, and chi-square test were used for data analysis. The results indicated that 22.4 percent of students had behavioral disorders. Prevalence of behavioral disorder was more in both boys and urban than in girls and rural. Third grade students had maximum and fifth grade students had minimum rate of behavioral disorders. There existed a significant relationship between sex, dwelling, mothers education, and fathers job, with behavioral disorders. There is no significant relationship between father scholastic, parental death and divorce with behavioral disorders. According to the findings, behavioral disorders are considerably high, and the children must receive serious attention and supports.