نشریه تعلیم و تربیت استثنایی
سال دوازدهم شماره 111 (آذر 1391)

The purpose of the current research was to analyze the results of the needs assessment of training/rehabilitation program for hearing impaired children from the teacher's point of view in order to design and develop a rehabilitation training program with an auditory/verbal trait (AVT). In this descriptive study, 26 teachers of children under the age of 4 from the state of Khorasan Razavi using the census method were selected. The data were gathered using a researcher-made questionnaire. The results indicated that teachers felt the need in situations such as parent's participation in the curriculum planning, the appropriateness of the program with the children's special needs, setting clear and suitable goals, using new methods and approaches and the use of hearing aids. The weakest points in the current program are the lack of coherence in the program, the lack of paying attention to the goals, the lack of emphasis on the clarity of the speech and the correction of the student's pronunciation, the teacher's lack of enough experiences and their lack of awareness with AVT program. Setting up appropriate training classes is one of the most important needs of the teachers and creating training courses while getting to know AVT, having classes to increase parent's awareness, in the teacher's opinions, were the factors for getting rid of the problems in this program. Taking into account these findings, designing and planning an appropriate curriculum requires paying attention to the needs of the teachers and focusing on getting rid of the weaknesses of the current program.

In the current research, the effect of teaching meta cognitive strategies (SQP4R) and self-assessment among fifth grade students mental retarded was studied. For this purpose, 30 performing the comprehension Pre-test on both groups (Test and Control), the test group was taught (SQP4R) method and self-assessment in sixteen 45 minute sessions. After teaching the students for 16 sessions, the students in both groups were given a past-test for comprehension. The analysis of Co-variance indicated that utilization of meta cognitive strategy (SQP4R) including the selfassessment of the student's reading comprehension was effective. The results based on the theory of the research indicated that the students performed better using meta cognitive strategy (SQP4R) and self assessment. Teaching these strategies, increased the student's reading comprehension and maintaining data.

The general purpose of this research is to study and analyze the effect of native and local games on the student's Visual/Motional growth among the pre-school and first-grade students in the city of Shiraz in academic year of 2010-2011. The sample of this research was 96 students mental retarded (48 females and 48 males. 24 students were pre-schools and 24 were first-graders). These students were selected based on the goal-oriented method and divided in groups of 12 for testing and controlling. The method of this research was a semi-testing one with a pre-test and post-test plan with the control group. The data were collected by Bender GeshTalt's Visual/Motional cognition assessment test. The analysis of the data showed that native and local games increases the visual/motional cognition of preschool and first graders. Also, the effect of native and local games on emotionally impaired children was not gender related.

The same as other fields of human sciences inevitably is based on some kind ofphilosophy of life and philosophy of science. Therefore, it is necessary to investigate to find out what are the philosophical characteristics of educational system and exceptional children education system in Iran. This article, that focuses on comprehensive and emancipation approach is based on the "philosophy of scientific and eternal wisdom" as well as the "Persian Life Therapy" approach. All children and adolescents of ages 5 to 18 years, despite their human commonalities, are, biologically, and, psychologically, different from each other so we may argue that every child and adolescent is exceptional and that as much as he or she grows up, he or she more exceptional having more special education needs. Furthermore, every child and adolescent who is developing in a figven family, society, culture, and a historical period, is an exceptional one compared with the children and adolescents of other families, societies, cultures, and historical periods. If we accept that, according to the international statistics, at least 12 percent of all population, ages 5 to 18 are exceptional, we will see that the exceptional education system of Iran covers only less than 7 percent of the mentioned population. Philosophical basis and quality of education for this group of students is still more problematic. The understanding and treating children and adolescents by Exceptional Education system of Iran is mostly traditional and educationist. It does not consider "multiple disabilities", "correct thinking deficiencies", "identity and personality diffusions", "social and cultural I earned helplessness", "psychopathic and "anti-civilized characteristics" which are very popular among students and people. The present problematic traditional and reductionist approach will be removed if we consider the comprehensive and all-rounded human rights of children and adolescents according to the right philosophy of life and philosophy of scientific and eternal wisdom.1

In the world of education, the term "Unit" is a methodology that helps the structure of curriculum or the educational program in a long term course and separate specific parts meaning "Competency Unit". "unit" is not looked at as an independent teaching unit without any connection to other units. It is, actually, perceived as a process inseparable of a more widespread competency or a group of merits (a big profession). The "Big Profession" can be divided into a group of units. Each unit more or less could be defined as the merits in a specific or special occupational field that can attain practical skills and experience depending on a be separated from other units in different ways to attain the merit depending on any of the needs. In other words, a unit will give some of the needed capabilities and Knowledge, practical skills and practical experiences that can lead to the assessment and achievement of a certificate. Anyway, the term "Creating unit" which gives the opportunity of improving the technical/professional education for those individuals having special needs and the professional training curriculum, needs and the professional training curriculum, is taken into consideration based on the needs that academic institutes and the job market re-creates. Reformers of technical/professional education in Iran might face some difficulties in regards to unit approach. Providing unit education requires adjusting it with the needs of the group whose aim is to learn. The difficulties that reformers of technical/Professional education in Iran in connection with unit approach might be facing are: requied competency for those who plan the curriculum, coordination with the academic institutes, Co-ordination with students, Co-ordination between instructors and trainers, preparation of performance tests, the elevation of those academic institutes which have conducted under those principles.

Visual/motional skill is one of the necessary skills to maintain non-verbal communication. This skill includes visual/motional alliance of the eye and the hand in children suffering from hearing impaired who, constantly, use body language to maintain communication which is very important. Up to now, multiple analyses have been conducted by researchers in the area of t he growth of visual sense and visual/motional skill for children suffering from hearing loss. In this article, the conducted studies in the area of visual/motional skill and skills related to it in individuals with hearing loss have been analyzed.

The Purpose of educational integration is to educate children including the normal and the handicapped ones in the same environment and offering them equal academic opportunities as much as possible. Traditional schools should have the possibility of offering academic services to all children regardless of any differences and flaws. of course, to reach such a goal, these schools should be re-organized so that they can be flexible against different methods and speeds and capable of responding to the student's different needs. Academic integration is basically different from the one that is done by force. If we want to reach its final goal, we should take into account its principles and get acquainted with its limitations and obstacles; otherwise, not only we have not provided the academic opportunities, but also, we have added to the academic problems and the alienation of the students with disability.