فهرست مطالب

کودکان استثنایی - سال نهم شماره 4 (پیاپی 34، زمستان 1388)
  • سال نهم شماره 4 (پیاپی 34، زمستان 1388)
  • 92 صفحه،
  • تاریخ انتشار: 1389/01/20
  • تعداد عناوین: 8
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  • Rahimeh Roohparvar, Mahmood Bijankhan, Saeed Hasanzadeh Page 297
    Objective
    The purpose of this study was to acoustically analyze the effect of voicing and place of articulation on the amount of Voice Onset Time (VOT) in initial Persian oral plosives produced by cochlear implanted children, and to compare the results with hearing controls.
    Method
    prelingual girls who were cochlear implanted about 4.5 years before the test and 10 hearing girls who were about 4.5 years age uttered 8 monosyllabic words, including oral plosives in the initial position followed by a back vowel. VOT values were measured using Praat software and GLM univariate tests were used for statistical analyses.
    Results
    The range of VOT changes in the production of cochlear implanted children was smaller than their hearing counterparts, while the amount of VOT in the production of cochlear implanted children except in voiceless dental plosives was higher than hearing children.
    Conclusion
    It was shown that VOT was significantly correlated with voicing, but it could not be considered as a phonetic correlate of place of articulation and the interaction of voicing and place of articulation. Furthermore, it was confirmed that the status of being cochlear implanted or having normal hearing had significant effect on the amount of VOT.
    Keywords: Cochlear implant, Acoustic, Voice Onset Time, Place of articulation, Voicing
  • Najmeh Ghazi Asgar*, Mokhtar Malekpour, Hossein Molavi, Shole Amiri Page 309
    Objective
    The purpose of this study was to evaluate the effectiveness of stress inoculation training on degree of math anxiety and performance in students with dyscalculia.
    Method
    In this experimental research, the sample was consisted of 30 female fifth elementary grade students in five regions of Isfahan. First region was selected, and schools were selected randomly. Utilizing Iran Key math test, and long's math anxiety test, the sample was randomly divided into two experimental and control groups. Pre-test and post-test were taken from each of the two groups, and experimental groups were exposed to stress inoculation training in ten sessions.
    Results
    Covariance analysis showed that the training could decrease the student's math anxiety (P=0/01), and could increase math performance (P=0/01). Consequently, the analysis of follow up data revealed that these effect was observed after two months (p=0/01).
    Conclusion
    Accordingly, this study concludes that stress inoculation training can be used to alleviate math anxiety in students with dyscalculia.
    Keywords: Dyscalculia, Math Anxiety, Math Performance, Stress Inoculation
  • Abass Rohani, Davood Manavipour* Page 321
    Objective
    The aim of this research is to study incentives and deterrents in exceptional education.
    Method
    In this descriptive design, 387Isfahan special educators for children with mental retardation, vision loss, and hearing loss were selected randomly. Research instrument consisted of "Incentives and Deterrents in Special Education" (Billingsley & Cross, 1993).
    Results
    t-test and ANOVA analysis displayed a significant difference among various educational levels in incentives scale. Furthermore, a significant difference was observed among various categories of special education in terms of incentives scale.
    Conclusion
    Practical implication of the findings have been discussed.
    Keywords: Incentive, Deterrent, Special Education, Teachers
  • Mohsen. Golparvar*, Mohammad Reza Ghafouri, Margan Nasry Page 331
    Objective
    This research conducted with the aim of prediction of perceived organizational support, and organizational commitment (in identification, affiliation and exchange domains) by perceived organizational justice domains (distributive, procedural and relational) in Esfahan city.
    Methods
    231 educators of special schools in Esfahan, for answer to research questionnaires selected with the use of cluster random sampling. The research instruments were the organizational commitment, perceived organizational support, distributive, procedural and relational justice. Data were analyzed with using Pearson’s correlation coefficient, enter and stepwise regression analysis.
    Results
    Results revealed a positive significant relation (P<0.01) between identification commitment, affiliation commitment, exchange commitment and perceived organizational support with distributive, procedural and relational justice. The results of regression analysis showed that, for identification commitment, procedural and distributive justice, for affiliation commitment, procedural and relational justice, for exchange commitment and perceived organizational support, distributive, procedural and relational justice have largest role respectively.
    Conclusion
    The results of this research supported the different role of justice domains for organizational commitment domains and perceived organizational support among educators of special schools.
    Keywords: Commitment, Perceived organizational Support, Organizational Justice, Educators, Special Schools
  • Beheshteh Abdi*, Seyyed Khosro Sadegh Moosavi, Fatemeh Ghadiri Nejadian, M. A., Mehrnaz Jahromi, Shiva Panahi Aboozar Page 345
    Objectives
    This study examines regular education teachers’ knowledge on learning disabilities (LD) in regular primary schools.
    Methods
    Thirty-five multiple choice item questionnaire about knowledge on learning disabilities was designed, with adequate psychometric properties. The final sample consisted of 409 (245 women and 164 men) general classroom teachers teaching 1st to 5th grade students in Tehran province districts. The main statistical methods for data analysis were Factor Analysis, Mean Confidence Interval Estimation, Independent Samples t-test and Analysis of Variance.
    Results
    The analysis revealed that teachers with higher education qualifications (BA and higher) had more knowledge about identification and general knowledge on LD. Furthermore, teachers with lower teaching experience (less than 10 years) were more knowledgeable concerning identification of LD than teachers with more teaching experience. There was no meaningful difference between the rural and urban education teachers’ knowledge on LD.
    Conclusion
    These findings address the importance of providing information on LD in service training for regular education teachers in elementary level.
    Keywords: Teachers, Knowledge, Learning Disabilities, Gender
  • Aliasghar Kakajooibari, Masoud Ganji, Jafar Samadifar* Page 357
    Objective
    The present study was conducted to explore the relation of some early intervention on the academic achievement of hearing impaired children.
    Method
    A descriptive-correlational research design was employed. The statistical population comprised 90 hearing impaired elementary school children (57 boys and 33 girls) attending special educational institutions in Ardabil during the academic year 1386-1387. Initially, 70 children were selected using H. S. Bola`s table and then using an appropriate stratified sampling method 45 boys and 25 girls were selected as the statistical sample for investigation. To collect the data, two questionnaires constructed by the researcher and reference to the children’s medical and rehabilitation records were used. As the criterion for academic achievement the average of the grades obtained by the students in the first and second semester of the academic year was considered. The research hypotheses were analyzed using the statistical test of Pearson` correlation coefficient.
    Results
    Data analysis revealed a significant (inverse relation) between each of the variables of age at diagnosis of hearing impairment age when hearing aid use began and age when parental education began and academic achievement. Secondary research findings indicated that continuous hearing aid use degree of participation in hearing training and speech therapy programs extent of parental cooperation which the rehabilitation team educational status of parents and socioeconomic status of the family are associated with academic success as revealed by the significant correlations between these variables.
    Conclusion
    There exists an inverse relationship between early interventions and the academic achievement for hearing impaired children.
    Keywords: Early Intervention, Hearing Impairment, Academic Achievement
  • Hossein Zare, Farzaneh Amiri, Shirin Taraj* Page 367
    Objective
    The purpose of the present study was to examine the effect of educational games on shortterm memory and dictation of primary school students with learning disabilities (LD).
    Method
    In this quasi-experimental study with pretest –post test, 30 students (15 girls &15boys) were selected through a simple random sampling in primary school with LD. First, they were tested with Wechsler Intelligence scale and dictation test, and then educational games presented in 15 times, again past test was done, and short-term memory function and dictation assigned. Data were analyzed with variance analysis and t-test.
    Results
    Findings indicated that the educational games lead to improve the memory function and dictation value.
    Conclusion
    The educational games were effective on memory function and dictation scores.
    Keywords: Educational games, Short, term memory, Dictation, Learning disabilities