نشریه کودکان استثنایی
پیاپی 1 (پاییز 1380)

This study is carried out to determine the existence of disorders in motor skills and neuromuscular functions in 7-10 year- old children with ADHD; and to obtain the model and nature of such disorders in these children. In this research, motor skills were measured by Lincoln -Ozeretsky Motor Development Scale; and neuromuscular functions were evaluated by clinical observations.In this analytical descriptive study, the experimental group consisted of 22 students with ADHD referred to Tohid Counseling and Treatment Center for Students and the control group consisted of 22 normal students from the 3rd Educational District of Tehran. The two groups were matched according to age, cultural and economical status. Independent T test (in Lincoln Ozeretsky Motor Development Scale) and Mann Whitney U test (in clinical observations) were used to determine the differences between the mean scores of the two groups. The results showed that the mean scores of the experimental group in Lincoln- Ozeretsky Development Scale was lower than that of the control group and this difference was significant in all the items except in balancing with open eyes and visual - motor coordination. There was a significant difference between the mean scores of the two groups in other items, such as balancing with closed eyes, bilateral movement coordination, motor acuity and speed of hands. The results give proof to the idea that occupational therapists should pay attention to the motor planning and processing of the deep vestibular inputs in the assessment and treatment of children with ADHD. Meanwhile; teachers can make use of the relative abilities of these children in processing the visual inputs for instructional strategies. Above all, the results obtained will increase our knowledge about the site of the nervous system probably involved in this disorder.

This study is carried out to determine the existence of disorders in motor skills and neuromuscular functions in 7-10 year- old children with ADHD; and to obtain the model and nature of such disorders in these children. In this research, motor skills were measured by Lincoln -Ozeretsky Motor Development Scale; and neuromuscular functions were evaluated by clinical observations.In this analytical descriptive study, the experimental group consisted of 22 students with ADHD referred to Tohid Counseling and Treatment Center for Students and the control group consisted of 22 normal students from the 3rd Educational District of Tehran. The two groups were matched according to age, cultural and economical status. Independent T test (in Lincoln Ozeretsky Motor Development Scale) and Mann Whitney U test (in clinical observations) were used to determine the differences between the mean scores of the two groups. The results showed that the mean scores of the experimental group in Lincoln- Ozeretsky Development Scale was lower than that of the control group and this difference was significant in all the items except in balancing with open eyes and visual - motor coordination. There was a significant difference between the mean scores of the two groups in other items, such as balancing with closed eyes, bilateral movement coordination, motor acuity and speed of hands. The results give proof to the idea that occupational therapists should pay attention to the motor planning and processing of the deep vestibular inputs in the assessment and treatment of children with ADHD. Meanwhile; teachers can make use of the relative abilities of these children in processing the visual inputs for instructional strategies. Above all, the results obtained will increase our knowledge about the site of the nervous system probably involved in this disorder.

This research has been carried out with the aim of adaptation, standardization and finding the validity and reliability of T0LD-P: 3 for Farsi- speaking children. A multi- stage sampling from the Farsi- speaking children of the city of Tehran resulted in a sample of 1235 subjects (625 boys and 609 girls) ages 4, 0 through 8, 11. The test consisted of 9 subtests (6 core subtests and 3 supplemental ones). Moreover; by combining the scores of the core subtests, 6 compound scores were obtained. For adaptation and standardization of this test, at first step the examiner's manual and the test items were translated into Farsi; then in accordance with the syntactic, semantic and phonological features of Farsi and considering the theoretical bases of the test, most of its items were revised or changed. The final form of the test was obtained after performing the pretryout and tryout stages and doing the data analysis by the classic model of reliability. Internal consistency coefficients of the subtests were obtained by Cronbach's Alpha; time consistency of the subtests and the compound scores were obtained by test-retest. Alpha coefficients for the compound scores were obtained by Guilford formula which is designed for estimating the compound scores. To obtain the content validity, criterion related validity and construct validity of the subtests and compound scores, appropriate methods were used. The results obtained ensure the applicability of this test for the evaluation of language skills of Farsi-speaking children of Tehran.

This research was carried out to study the effect of the mental retardation of the child on the family's mental health. For this purpose, a questionnaire was developed based on the literature, previous studies and personal experiences. It was administered on 200 parents of educable mentally retarded and 60 parents of trainable mentally retarded children. The data collected were analyzed by K- square. The results showed that the mental retardation of the child had a wide range of negative effects on parents. Feeling of shame was the most frequent negative affect among parents, which was relevant to the severity of the child's mental retardation. The results also indicated that the most frequent reaction of siblings to their mentally retarded brother or sister was also that of shame, but meanwhile there were some cues of affection and cooperation. The findings also showed that pity was the most frequent reaction of the relatives towards the family of the mentally retarded child.

Almost a century of experience has proved that segregated educational system in which pupils are classified according to their disabilities and educated in separate educational settings has no relevance to their needs as Members of a human society. The most effective educational system is the one which is most relevant to its recipients needs. Since these needs are variable from time to time and place to place, it is very natural to think of an effective educational system as a flexible one which is not only localized and adaptable for the national, religious, cultural, economical and geographical features of each society, but is also based on a humanistic approach; i.e. it is not seen as an end but as a means for the expansion of humanistic values and the capacities for "learning to live together". Moreover; such an educational system is structurally so comprehensive that can include a wide range of pupils with different abilities and disabilities. In such a case, the focus of attention is being diverted from the pupil as the main cause of failure to other factors such as the capacities and attitude of the teacher, educational facilities and the like. Due to such a development, the educational structure will do away with its unnatural structure in which pupils are segregated, and will become a realistic sample of an inclusive society. In an inclusive society the threshold of acceptance of all and every member of the society with no regard to their abilities or disabilities, culture or status is increased so that they are mutually accepted and respected.

The present research studies the auditory ability of the blind and sighted children in identifying people and visualizing their cognitive –affective characteristics by their voices. The subjects, sampled randomly and consisting of 50 fifth grade 11to 12 year- old male students made up the two experimental and control groups; of which the former consisted of 25 blind students from Isfahan Ababasir School for the blind and the latter consisted of 25 sighted students from a nearby ordinary school. Cattell Sixteen-Factor Personality Questionnaire and a self-made questionnaire based on the items of the former; together with a tape - recorder and video- recorder were used for obtaining the necessary information. In the first place, 10 teachers were video recorded while dictating a definite text, and then their personality factors (cognitive- affective) were extracted by the Cattell Sixteen- Factor Personality Questionnaire. As a result, 6 teachers whose scores on some of the personality factors were higher or lower than the mean were chosen. In the second place, first all the subjects were exposed to the voices of the teachers and then in order to check the mental images, only the sighted subjects were exposed to the pictures of the teachers. The data obtained were analyzed by Pearson correlation, Toky multiple regressions analyzes, and one way analysis of variance. The results showed a significant difference between the auditory ability of the blind and sighted children in identifying the teachers, and visualizing their cognitive-affective characteristics. The blind and sighted children did not follow the same pattern. Blind children spontaneously used their hearing or auditory concentration while the sighted ones made use of their sight, and such an effect was more related to the affective factors of personality such as; A(warmness), E(dominance), F(enthusiasm), I(sensitiveness), L(trusting), H(boldness, venturesomeness), O(self- apprehensiveness) and Q4(tension). Furthermore; there was no difference between the visualizing of the blind and sighted children and the cognitive factors such as; B(intelligence), C(emotional stability), G(morality), M(practicality), N(astuteness), Q1(conservatism), Q2(self- sufficiency) and Q3(self- control, selfdiscipline). Finally, it became clear that the pleasant visualization of the blind from the voice of the teachers was related to the above 8(affective) factors. This fact revealed that there was a significant relationship between the pleasant visualization of the blind and some of the affective factors Based on hearing the voices.