nayereh naghdi; bagher ghobari
Abstract
Abstract Teachers spend significant hours of a day with intellectually disabled students; thus suitable and valuable information can be extracted from their lived experiences. Present study was conducted to explore lived experiences of teachers of students with intellectual disabilities in terms of ...
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Abstract Teachers spend significant hours of a day with intellectually disabled students; thus suitable and valuable information can be extracted from their lived experiences. Present study was conducted to explore lived experiences of teachers of students with intellectual disabilities in terms of characteristics, behaviors, reactions and interactions between themselves and students with intellectual disabilities. Present study employed a phenomenological research conducted via the semi-structured interview technique of data collection. Therefore, 19 participants were selected based on the inclusion criteria among teachers of students with intellectual disabilities. To analyze data, Colaizzi’s method was employed. After extracting themes and categorizing them, 5 main themes including changes in beliefs, the lack of coordination in providing services, the effect of career stress on personal life , coaching requirements and parents’ expectations as well. Moreover, fifteen subthemes were identified. The relationship of the main themes and subthemes are presented in the article. Exploring lived experiences of teachers indicated that this affected group are influenced by their students with intellectual disability in one way or another way may influence the students in different ways. Thus the teachers’ lived experiences can be used for solving students’, parents’, and teachers’ problems.
hossein abbasi; behrooz karimi; davood jafari
Abstract
Abstract: The aim of this study was to evaluate the effectiveness of acceptance and commitment therapy on frustration tolerance and dysfunctional attitudes of mothers of students with Intellectual disabilities in malayer city. Methods this study was a quasi-experimental design with pre-test, post-test ...
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Abstract: The aim of this study was to evaluate the effectiveness of acceptance and commitment therapy on frustration tolerance and dysfunctional attitudes of mothers of students with Intellectual disabilities in malayer city. Methods this study was a quasi-experimental design with pre-test, post-test and follow-up with the control group. The statistical population consisted of all mothers of students with intellectual disabilities, male or female students in primary schools; especial for students with intellectual disabilities. The sample consisted of 32 mothers of students with intellectual disabilities who were selected as sample and 16 patients in the control group and experimental group, 16 patients were replaced. Mothers in the experimental group meetings Acceptance and Commitment Therapy Group were exposed to eight 60-minute sessions, each session in a week, and the control group received no training. Both groups were measured via surveys frustration tolerance scale and dysfunctional attitudes a week before the first session and one week after the last session and 45 days after the last session. Results of the study, multivariate analysis of variance and analysis of variance and repeated measures analysis of variance showed that acceptance and commitment therapy on frustration tolerance and dysfunctional attitudes is effective. These results indicate that the Acceptance and Commitment Therapy can adjust frustration tolerance and dysfunctional attitudes of mothers of children with intellectual disability and is a good way to reduce the problems.
Zeinab Abedi Daryooni; La'ya Bashash
Volume 3, Issue 10 , March 2013, , Pages 93-112
Abstract
Various researches have consistently shown thatpeople with mental disabilities have difficulties in recognizing, describingand responding to the emotional states of others. The aim of this research isto compare empathy dimensions of two groups of students with and withoutintellectual disabilities. The ...
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Various researches have consistently shown thatpeople with mental disabilities have difficulties in recognizing, describingand responding to the emotional states of others. The aim of this research isto compare empathy dimensions of two groups of students with and withoutintellectual disabilities. The statistical population of this research consistsof all students with mild intellectual disability and typically developingstudents of elementary schools of Shiraz in the academic year of 2010-2011. 733students, 339 with mild intellectual disabilities and 393 normal students, agedbetween 7 and 11 years old are selected as sample from elementary schools ofShiraz. The instrument of the study is the Griffith Empathy Measure (Dadds& et al, 2008). The scale has three dimensions; affectional, cognitive andgeneral. Parents of the sample students are asked to complete the questionnaire.The reliability of the scale is studied by test-retest reliability (affectioal α=.66, cognitive α= .57, and general α= .71). The validity is confirmed byinternal consistency. The study achieved the following results: 1) there is nosignificant difference between the two groups in the affectional empathydimension. In contrast, results indicate significant difference in thecognitive and general dimensions, because the typically developing students hadhigher scores in the cognitive and general dimensions than students withintellectual disabilities. 2) In the affectional dimension, females achievedhigher scores than males. 3) In the general empathy dimension, females withoutdisability had higher scores than males with intellectual disability