نشریه تعلیم و تربیت استثنایی
سال چهاردهم شماره 124 (خرداد و تیر 1393)

Studies showed that Families of children with hearing-impairment, especially mothers, face with more physical and psychological problems. The purpose of this study is the comparison of perceived social support and mental health of mothers of children with and without hearing-impairment. The sample of this study included 100 mothers in Babol city that were selected by cluster sampling method. Data gathered by Multidimensional Scale of Perceived Social Support and General Health Questionnaire. One-way analysis of variance, Pearson's correlation coefficient and multiple regression tests used for analyzing data. Findings show that there are significant differences between the perceived social support (p=0/003) and mental health (p=0/005) of mothers of children with and without hearing-impairment. There are significant relationships between perceived social support and mental health of mothers of children with and without hearing-impairment (p=0/01). Also, perceived social support predicts the changes of mental health with coefficient of % 56. According to findings, it seems that perceived social support can be improved by mental health of mothers of children with and without hearing-impairment. Therefore, it is recommended that health care experts and officials pay more attention to the mental health of mothers, especially mothers of children with hearing-impairment.

Comparison of verbal fluency is an important part of neuropsychology assessment that contributes to declaration and illumination of dyslexia. This research aims to compare the phonemic and semantic verbal fluency in dyslexic children. This study takes cause-comparison study approach. Using purposive sampling، 30 dyslexic children who visited a learning disability centers in Ahvaz were selected for purpose of this study. The NAMA dyslexia tests used to gather the data. Then، independent t-test used to analyze the data. Findings show that there is a significant difference between the phonemic and semantic verbal fluency in dyslexic children. Their semantic verbal fluency is significantly higher than their phonemic verbal fluency. Results of this study support the language and phonological awareness impairment in dyslexic children. It means، the results of this study have some implications for design and development of dyslexia treatment programs.

The aim of present study is to evaluate the Effectiveness of Sensory-motor stimulation on improving direction and movement localization in mental retarded children with developmental coordination disorder (DCD). The study design was tentative. Statistical population of this study included all educable mental retarded children in elementary school in Isfahan province. The sample included 30 children who randomly selected from one dual-shift school. Then, they were randomly assigned into 2 equal groups: the experimental and control groups. Materials that used in this study are: Lincolen– Osertsky Motor test and Developmental Coordination Disorder List. Data analyzed by ANCOVA statistical method. Statistically, significant differences observed in improvement of direction and movement localization in educable mental retarded children that using Sensory-motor stimulation (P<0.001). Sensory-motor stimulation therapy has important positive effects on child’s ability to improve motor coordination in subjects with mental retardation with DCD. Results also show that Sensory-motor stimulation intervention can significantly increase the motor coordination in educable mental retarded children.

The purpose of this study is to determine the effectiveness of working memory training on decreasing reading problems and increase of working memory of dyslexic children. This is a quasi- experimental study with a pretest/post-test experimental and without control group. The sample consisted of 15 girl students with dyslexia that selected based on research recognition criteria among primary school students (second to fourth grade) with reading disabilities in Torbat-e Jam province. To collect data, reading assessment test and working memory assessment test are used. Experimental group trained by working memory reinforcement software during eight sessions (each session last 30-minutes). Analysis of variance and correlated t-test showed that: working memory reinforcement software significantly increased word recognition, text comprehension ability, visual working memory ability and audio working memory ability in experimental group. Findings imply that working memory reinforcement improve reading disorders and improve working memory in dyslexic children.

The purpose of present study is to investigate the impact of using view improvisation method on improving writing skills of hearing impaired children. The statistical population was consist of all the deaf students of primary schools (fourth and fifth grade) in 91-92 academic year in Varamin province, 82 people in 8 classes, the age range was between 10 to 13 and they had no other disability except deafness. The sample of study was selected randomly and equally from every educational levels. Then, randomly, half of them became the main (document) group and the other half became the control group. The number of each group, according to the population size, was 19 people (simple random sampling) in order to gathering data, the base (main) test (ie. Pre-test and post-test) was used and in some cases. In order to hypothesis testing based on inferential statistics, covariance analysis was used. The calculated value of F for the group factor was 32.59 that it was meaningful (P> 0.001). Results show that this method was effective in improving writing skills of hearing impaired children.

Auditory Processing Disorder (APD) is a specific perceptual dysfunction that it is not due to peripheral hearing loss. It affects development of integrated processes of language (listening and speaking) and literacy (reading and writing). APD can coexist with other disorders such as Attention Deficit Hyperactivity Disorder (ADHD). In cases of co-morbidity, APD & ADHD must be diagnosed fully and accurately & a treatment program must be developed and implemented by a team of professionals to address all significant functional deficits.

The communication and information technology is creating a variation of change and transform in the entire education system. One of the powerful manifestations of this communication and information technology is the use of computer in training. Computer has much potential in education of exceptional students, especially, for students with visual impairment. By applying the computer and supplementary technology for these students, it would be feasible that they decrease visual dependant learning disabilities. Computer software that produced for these persons are as followed: scanner and reading the texts on display screen software, exaggerating software of display screen, reading software of display screen, optical recognize software for written letters, and multi-program schedule software. The available hardware technologies for visually impaired students include: insight scanning, magnification camera, portable CCTV lenses, and digital lenses. In this paper, we will explain each of software and hardware.