نشریه تعلیم و تربیت استثنایی
سال پانزدهم شماره 129 (فروردین 1394)

The purpose of this study is to determine the relationship between social phobia and both emotional regulation strategies and emotional intelligence among blind and deaf students. The method of the study was descriptive-correlations. Population of study includes all students with visual impairment and hearing impairment. Among all, 24 blind students and 56 deaf students were selected according to the census as sample of study. Following questionnaires were used; social phobia, emotional intelligence and also short-form questionnaires for cognitive regulation. Person correlation coefficient was used to investigate the relationship between emotional intelligence, cognitive regulation, and social phobia. The findings show that there is a negative meaningful relationship between the characteristics of emotional intelligence and cognitive regulation strategies, and the amount of social phobia. Also, step by step regression coefficient indicates that the strongest predictors were low-scale rumination for physiological inconvenience factor. Pearson correlation coefficient shows that there is a positive relationship between social phobia and self reproach, rumination, and catastrophic. While, there was a negative relationship between social phobia and acceptance strategies, positive refocusing, planning refocusing, and positive reappraisal. It can be concluded that emotional regulation strategies and emotional intelligence are cognitive phenomena that are influential in formation of social phobia disorder and lead to chronic symptoms of the disorder.

Job satisfaction is the extent of overall attitudes and positive feelings of individuals toward the job and employment conditions that contributed to successful employment. This study examined the relationship between job stress and locus of control internal - external with job satisfaction of teachers and staff of exceptional school. This research is a descriptive – correlation. Population of this study includes all teachers and staff of exceptional school in Iranshahr city. Sample of study includes all of the population. All subjects filled out the following questionnaires; job satisfaction, Lee, Job Stress, Davis, Robbins and McKee and locus of control Rotter. The data analyzed by using descriptive-correlation statistics. In this study, teachers and staff hadnt high job satisfaction (mean=44/62) and had high-stress (mean=18/32). There was a significant inverse relationship between job stress and job satisfaction, (p<0/01). Job satisfaction has a significant negative relationship with external locus of control, (p<0/05). Job stress has a significant positive relationship with external locus of control, (p<0/05). The multivariate regression analysis revealed that locus of control and job stress predict %25/3 of the variance in job satisfaction.

Reading fluency as one of the five major components of skilled reading is considered as an indicator of reading competes. The latest reading program that combines most effective strategies is the Helping Early Literacy with Practice Strategies (HELPS). The purpose of this study was to determine the efficacy of HELPS on reading skills (reading comprehension, reading speed and accuracy) of dyslexic children. The population in this study includes all dyslexic students of Tabriz. 8 dyslexic male third and fourth grade elementary students were selected as sample group. In a single case study, Subjects in the pre-treatment phase, and after reading each text and also after the treatment, reading speed, reading accuracy and comprehension were tested. Results were analyzed with comparing diagrams. Findings show that in post-test 3 students showed 5 scores, one of them showed 3 scores increased, and 4 others had high stable scores compared to base line. For accuracy, despite increased hardiness, all of students showed 6 to 29 scores increase in post-test compared to baseline. Minimum increasing in reading speed were 1.2 minutes and maximum were 2.17 minutes. The results from this study indicate that HELPS program improves reading performance of dyslexic children, including reading speed, reading accuracy and comprehension.

Autism is a developmental neurological disorder of childhood. Autistic children face with many stereotypical problems like; social skills, communication skills, and repetitive behaviors. This study aimed to evaluate the efficacy of social skills for children with autism by using horses. Sample of study consists of a nine-year-old autistic boy who were selected by accessible sampling, and participated in a single subject. Social skills of children with autism are assessed by Treatment Evaluation Checklist and the Social Skills Rating Scale that during the baseline, intervention and follow-up was completed by the child's mother. Then, obtained data were analyzed by using the effect size indices. Results show that horse assisted therapy improves social skills of children with autism. In general, we can say that horse assisted therapy will lead to improve social skills in children with autism.

Attention deficit hyperactivity disorder is a neurological developmental disorder that affects many different aspects of life, some features of this disorder overlap with some other disorders including motor problems, usually it has been less studied. The objective of this study was to overview of researches in the field of motor problems in people with Attention deficit hyperactivity disorder. Published articles from 2002 to 2013 in bibliographic and publisher databases including Pubmed, Springer link, Eric, Psycinfo, Scopus, Sage. In addition, the internet search engine Google about motor problems in ADHD children was reviewed in this article. These keywords were used for research: attention deficit hyperactivity disorder, motor problems and related words. Results of this study indicate that motor problems in children with attention deficit hyperactivity disorder are common. It can be referred to poor balance and posture, problems with gross and fine motor skills

The purpose of this study was to study the classical and modern prejudices against undergraduate students with intellectual disability and effects of gender and university major on prejudices. 189 students were selected through cluster sampling from University of Isfahan. They filled up the scale of classical and modern prejudice toward people with intellectual disability, developed by Akrami et al. (2006). Data analyzed through one sample t-test, and ANOVA test. Results indicate that both forms of prejudice were prevalent in undergraduate students. Gender and university major had no relationship with prejudice toward people with intellectual disability, but more contact with people with intellectual disability was related to reducing in classical prejudice. According to the results of this study, more contact with intellectually disabled students has significant relationship with reducing the classical prejudice toward them.

This study determined the effect of an integrated exercise program (coach and family) in three children with Down syndrome to Betterment their motor and cognitive capabilities, especially reaction time and working memory. For this purpose, the integrated exercise training program was applied in three children with Down syndrome, containing two boys (M1=with a chronologic age of 10.3 years and a mental age of 4 years; M2= with a chronologic age of 14.6 years and a mental age of less than 4 years) and one girl (F1, chronologic age 14.0 years and a mental age of less than 4 years). Betterments in gross motor capability scores were seen after the training period and Greater Betterments in reaction time test were observed for evaluation parameters. There is a near interrelationship between motor and cognitive areas in subjects with uncommon growth. There is a requirement to design intervention programs based on the synchronous involvement of child and parents and aimed at promoting an active lifestyle in subjects with Down syndrome.