Marjan Haydari; Masoume Yazdanipour; Salar Faramarzi
Abstract
Parental acceptance of a child’s disability can play a crucial role in facilitating timely intervention and the receipt of appropriate therapeutic and educational programs. Accordingly, the present study aimed to explore the lived experiences of special education teachers regarding factors influencing ...
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Parental acceptance of a child’s disability can play a crucial role in facilitating timely intervention and the receipt of appropriate therapeutic and educational programs. Accordingly, the present study aimed to explore the lived experiences of special education teachers regarding factors influencing parents’ acceptance of their children’s disabilities. This study was conducted using a phenomenological approach and the study population included all teachers of students with disabilities who were teaching in the city of Isfahan during the 2023–2024 academic year. Purposeful sampling was employed, and interviews were conducted with 11 participants until data saturation was reached. To analyze the interviews, Colaizzi’s method was used. The findings, after thematic extraction, were categorized into 5 main themes and 28 subthemes. The main themes were: the nature of the child’s disability, child characteristics, parental demographic characteristics, parental psychological status, and environmental conditions. Based on the findings of this study, it can be concluded that parental acceptance of disability is a multifaceted process influenced by numerous factors. These underlying factors create challenges that can delay or restrict the implementation of effective rehabilitation interventions for students. Consequently, the planning and development of future rehabilitation strategies must comprehensively address these underlying factors to maximize the effectiveness of interventions.
Abdulqahir Hamed; Salar Faramarzi; Ahmad Abedi
Abstract
Abstract
The study aimed to investigate the effectiveness of parenting effectiveness training on parenting stress and academic vitality of Afghan immigrant students with specific learning disabilities living in Isfahan. The research utilized a quasi-experimental method with a pre-test and post-test ...
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Abstract
The study aimed to investigate the effectiveness of parenting effectiveness training on parenting stress and academic vitality of Afghan immigrant students with specific learning disabilities living in Isfahan. The research utilized a quasi-experimental method with a pre-test and post-test design, including a control group. For this purpose, 30 Afghan students living in Isfahan and their parents who were studying in the second year of primary school and in grades four to six in the academic year 2023-2024 were selected using a multi-stage sampling method and according to the criteria for entering the study and were randomly assigned to two experimental groups (15 people) and control (15 people). Parents in the experimental group underwent performance program training for two months, in eight 90-minute sessions. The control group did not receive any intervention during this period. To collect data, valid and standard instruments were used, including the Abdin Parenting Stress Questionnaire (1990), the Dehghanizadeh and Hosseinchari Academic Vitality Questionnaire (2012), and Raven's Progressive Matrices. The data were examined and analyzed using the analysis of covariance statistical method.The results showed that there was a significant difference between the performance of the two experimental and control groups in the variables of parenting stress and academic vitality in the post-test phase.In summary, it can be concluded that parenting effectiveness training was effective in reducing parenting stress and improving students' academic vitality, and its use is recommended to therapists, educators, psychologists, and counselors.
Keywords: Parental Effectiveness, Parenting Stress, Academic Buoyancy, Students, Specific Learning Disabilities, Afghan Migrants.
Extended Abstract
Introduction
Human migration is a universal phenomenon that has persisted since the dawn of human history. Contemporary global statistics and the current political-economic climate indicate that international migration remains prevalent, with no signs of a declining trend (Karimizadeh et al., 2022). Nevertheless, the migration process—whether internal or international—is inherently stressful (Ehsaaspor et al., 2014). According to the International Organization for Migration (IOM) global report, Iran is among the top ten asylum-hosting countries in Asia, with the vast majority of migrants being Afghan nationals (Seddighi, 2024). Beyond security and economic factors, educational opportunities have consistently served as a primary attraction for these migrants to Iran (Mirzaei, 2018).
On the other hand, while many migrant children and students strive for success within the host country's educational system, they often struggle to achieve satisfactory academic progress and performance, leading to higher dropout rates compared to native students (Amini, 2022). Among the various factors influencing learning and academic processes—and consequently, an individual's talents, interests, attitudes, efficacy, and personality—are learning disabilities (Torrazi, 2018). Although a child's disorder affects the entire family dynamic, parents, particularly mothers who often bear greater responsibility for childcare due to traditional roles, experience significant psychological pressure. One such pressure is parenting stress (Sheikholeslami & Seyed Esmaili Ghami, 2019). Furthermore, a critical indicator of students' academic success and productivity is academic buoyancy (Comerford, Batteson, & Tormey, 2015). Research findings indicate that children with specific learning difficulties exhibit lower levels of academic buoyancy compared to their peers (Montaseri, 2020).
In summary, existing literature indicates that the migration process—regardless of its underlying reasons or duration, and whether internal or international—is inherently stressful. Due to the cultural, educational, and social disparities between their host country and country of origin, migrant students may exhibit a higher prevalence of learning disabilities compared to their native peers. However, the reviewed literature reveals a significant gap, as no study has yet examined the effectiveness of Parent Effectiveness Training (PET) on the parenting stress and academic buoyancy of Afghan migrant students. Therefore, the present study sought to investigate whether Parent Effectiveness Training influences parenting stress and academic buoyancy among Afghan migrant students with specific learning disabilities.
Literature Review
Dyson (2010) demonstrated that the presence of a child with specific learning disabilities often impairs family functioning and induces significant stress in parents. Subsequent research further corroborates high levels of parenting stress among parents of children with specific learning disabilities (Shojaei, 2018). Furthermore, findings indicate that children with specific learning difficulties exhibit lower academic buoyancy compared to their peers (Montaseri, 2020), whereas higher academic buoyancy is associated with vital motivational outcomes, such as reduced anxiety (Sperling et al., 2017) and enhanced academic performance (Collie et al., 2015). Additionally, studies have shown that Parent Effectiveness Training (PET) reduces children's behavioral problems (Eyberg, Nelson, & Boggs, 2008) and improves family dynamics as well as social and academic interactions between parents and children (Lundahl, Risser, & Lovejoy, 2006). More recent evidence also suggests that such training significantly mitigates parental stress (Tan, Lyu, & Lu, 2024), improves parent-child social and academic interactions (Tanhaei Rashvanlou & Goli, 2023), and enhances children's general health (Lashkari, 2004).
Methodology
This study employed a quasi-experimental pretest-posttest control group design. The target population consisted of Afghan migrant students residing in Isfahan and their parents during the 2023-2024 academic year. A sample of 30 participants was selected through multi-stage sampling based on specific inclusion criteria and randomly assigned to either the experimental group (n = 15) or the control group (n = 15). Data collection instruments included the Parenting Stress Index (PSI), the Academic Buoyancy Questionnaire, and Raven's Progressive Matrices. Following the selection of the research sample, the pretest was administered to both groups. Parents in the experimental group subsequently participated in eight 90-minute Parent Effectiveness Training (PET) sessions conducted over two months, while the control group received no intervention. Data were analyzed using descriptive statistics (frequency, percentage, and mean) and inferential statistics, specifically the analysis of covariance (ANCOVA), via SPSS-26 software.
Results
Statistical analysis revealed that in the posttest stage, the experimental group exhibited significantly lower mean scores in parenting stress and significantly higher mean scores in academic buoyancy compared to the control group.
Table (1): Analysis of Covariance for Stress Scores
Source
Sum of Squares
df
Mean Square
F
Sig.
Eta Squared
Power
Pretest
246.620
1
246.620
2.339
0.139
0.089
0.312
Group
4721.801
1
4721.801
44.792
0.001
0.651
1.000
As presented in Table 1, a significant difference was observed between the experimental and control groups (p < 0.05). Considering that the mean parenting stress scores in the experimental group were significantly lower than those in the control group at the posttest, it can be concluded that Parent Effectiveness Training (PET) successfully reduced parenting stress among the participants.
Table (2): Analysis of Covariance for Vitality Scores
Source
Sum of Squares
df
Mean Square
F
Sig.
Eta Squared
Power
Pretest
174.948
1
174.948
31.454
0.001
0.567
1.000
Group
108.152
1
108.152
19.445
0.001
0.448
0.988
As presented in Table 2, a significant difference was observed between the groups (p* < 0.05). Given that the mean academic buoyancy scores in the experimental group were significantly higher than those in the control group at the posttest, it can be concluded that Parent Effectiveness Training (PET) successfully enhanced students' academic buoyancy.
Discussion
Regarding the impact of Parent Effectiveness Training (PET) on parenting stress, the findings of this study are consistent with previous research, including Fu et al. (2023), Eyberg, Nelson, and Boggs (2008), Moghtadaei et al. (2020), Yari (2017), and Tirgar (2013). In providing a theoretical explanation, it can be argued that elevated levels of parenting stress often lead parents to employ coercive, inflexible, and aggressive disciplinary methods. Such parental behaviors tend to exacerbate the child's existing difficulties, thereby creating a detrimental negative feedback loop (Greenspan & Wieder, 2006). Furthermore, concerning the effect of PET on academic buoyancy, the results align with the findings of Fadavi et al. (2021), Montaseri (2020), and Tavangar (2018). It can be concluded that academic buoyancy is a fundamental psychological asset for all students; it serves as a catalyst that generates and sustains the necessary energy and resilience to navigate academic challenges (Akbari & Rahimi, 2016).
Conclusion
Given that the present study focused on parents and migrant students at the elementary level, and considering that the findings demonstrate the efficacy of Parent Effectiveness Training (PET) in mitigating parenting stress and enhancing students' academic buoyancy, several practical recommendations can be made. It is highly recommended that school administrators, educational counselors, and stakeholders involved with migrant populations incorporate PET modules into their support programs. Utilizing this training package can serve as a proactive strategy to improve the psychological well-being of families and foster greater academic resilience among migrant students.
Acknowledgments
The authors would like to express their sincere gratitude and appreciation to all those who provided assistance and support throughout the conduct and advancement of this research.
nasrin Zaresharif; Salar Faramarzi; Ali Sharifi
Abstract
The purpose of this study was to investigate the effectiveness of perceptual enrichment on working memory and mathematical performance in students with specific learning disabilities in mathematics. This study employed a quasi-experimental pre-test/post-test design with a control group and an experimental ...
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The purpose of this study was to investigate the effectiveness of perceptual enrichment on working memory and mathematical performance in students with specific learning disabilities in mathematics. This study employed a quasi-experimental pre-test/post-test design with a control group and an experimental group. The statistical population included all students with specific learning disabilities in mathematics in the fourth to sixth grades in Isfahan city. A sample of 28 participants was selected through convenience sampling and was randomly assigned to either the experimental group or the control group (14 participants per group). To collect data, the Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV), the Key-Math Diagnostic Arithmetic Test, and the N-back Working Memory Test were used. The experimental group participated in 10 sessions of perceptual enrichment intervention, each lasting 45–60 minutes, held twice a week. The data were analyzed using univariate and multivariate analysis of covariance (ANCOVA and MANCOVA). The results indicated the effectiveness of perceptual enrichment in improving working memory (p <.001) and mathematical performance (p <.001) in the experimental group. The results of this study demonstrate that perceptual enrichment can be effective in improving the working memory and mathematical performance of students with specific learning disabilities in mathematics.Keywords: Mathematical Performance, Perceptual Enrichment, Specific Learning Disability in Mathematics, Working Memory Extended AbstractIntroductionSpecific learning disability in mathematics is characterized by deficits in numerical and mathematical skills, where an individual's mathematical ability is significantly below that of their peers, despite access to adequate education and normal intelligence. Students with this disability often exhibit deficits in working memory and mathematical performance. Furthermore, they generally have visual perception deficits. In fact, one of the underlying causes of a specific learning disability in mathematics is a weakness in visual perception, and improving visual perception skills can help reduce associated difficulties. Therefore, based on research highlighting the importance of visual perception and its role in mitigating mathematical learning difficulties, various interventions have been designed to enhance perceptual skills—particularly visual perception—among which perceptual enrichment is one of the most significant.Perceptual enrichment is a program designed to develop and improve visual perception skills. It includes games, exercises, and targeted activities that focus on the six main skills of visual perception: visual discrimination, visual memory, visual-spatial relationships, visual form constancy, visual figure-ground perception, and visual closure. However, a review of the relevant literature shows that little research has investigated the effectiveness of perceptual enrichment in improving the working memory and mathematical performance of students with specific learning disabilities in mathematics. Therefore, the present study addresses this gap.Research QuestionIs perceptual enrichment effective in improving the working memory and mathematical performance of students with a specific learning disability in mathematics?Literature ReviewMotamedi Borujeni et al. (2023) demonstrated the effectiveness of visual perception training in reducing mathematical learning difficulties in elementary school students. Asiaei et al. (2018) also found that a perceptual skills rehabilitation program improved perceptual reasoning, working memory, and mathematical performance in students with mathematical learning disabilities.MethodologyThis study employed a quasi-experimental design with a pre-test/post-test control group structure. The statistical population consisted of all fourth- to sixth-grade students with specific learning disabilities in mathematics in Esfahan. A sample of 28 students was selected through convenience sampling and randomly assigned to either an experimental group (n = 14) or a control group (n = 14). The Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV), the KeyMath Diagnostic Arithmetic Test, and the N-back Working Memory Test were administered. The experimental group received ten 45- to 60-minute sessions of perceptual enrichment intervention twice weekly, while the control group received no intervention. Data were analyzed using SPSS software (version 27) and univariate and multivariate analysis of covariance.Results (Times New Roman 12 bold)To compare the experimental and control groups based on post-test scores after controlling for the effect of the pre-test, univariate analysis of covariance (ANCOVA) was used. The results are reported in Table 1.Table 1. The results of univariate covariance analysis by dependent variablesVariableSum of SquaresdfMean of SquaresFsigEffect SizeKeymath Test4291/7514291/75393/296<0/0010/945N-back Test4210/16814210/16887/963<0/0010/793 Table 1 shows a significant difference between the experimental and control groups on all measures (p <.001), indicating that mathematical performance and working memory scores differed significantly between the groups. The effect size was greater than 0.2, demonstrating that the perceptual enrichment program was effective in improving the mathematical performance and working memory of students with mathematics learning disabilities. The analysis of covariance for the KeyMath Test, with mathematical performance separated by subscales, is presented in Table 2.Table 2. The results of multivariate covariance analysis for subscales of the Keymath TestVariableSum of SquaresdfMean of SquaresFsigEffect SizeBasic concepts2865/28612865/286153/287<0/0010/87Operation2613/14812613/148142/078<0/0010/86Applications1974/30611974/306233/614<0/0010/91 Table 2 shows that the perceptual enrichment intervention had a significant effect on all subscales of the KeyMath Test—basic concepts, operations, and applications—at a significance level of p <.001.DiscussionThe results of the study demonstrate that the perceptual enrichment intervention was effective in improving the working memory and mathematical performance of students with specific learning disabilities in mathematics. In explaining these findings, the importance of visual-spatial working memory in specific learning disabilities in mathematics can be emphasized. Since visual memory and visual-spatial relationships are two key visual perception skills, perceptual enrichment and the training of these skills can help improve working memory in children with specific learning disabilities in mathematics.Another explanation is that one of the primary reasons for a specific learning disability in mathematics involves deficits in visual perception. Visual perception forms the basis of number processing and mathematical performance and is also related to computational fluency. In fact, impairments in the approximate number system can stem from deficits in visual perception. Therefore, visual perception is a cognitive mechanism that underlies mathematical performance in children with mathematical learning disabilities, and interventions targeting visual perception help improve their mathematical performance.ConclusionIt can be concluded that perceptual enrichment has a positive effect on improving the working memory and mathematical performance of students with specific learning disabilities in mathematics. By strengthening the six main skills of visual perception, it helps students address their challenges in working memory and mathematics learning. Considering the limitations of this study—including the use of convenience sampling, a small sample size, the absence of a follow-up phase, and the lack of control for gender as a variable—it is suggested that future studies select a larger sample through random sampling with gender stratification and evaluate participant performance in a follow-up phase. Furthermore, the effectiveness of the perceptual enrichment intervention should be investigated for other groups of children with special educational needs.AcknowledgmentsThe authors sincerely thank all the schools, students, and their families who participated in and supported this research.
Hamza Mirzai; Salar Faramarzi; Mojtaba Jahanifar; Amir Masnavi
Abstract
AbstractThe aim of the present study was to determine the effectiveness of the educational package of the multimedia learning environment model on academic engagement and Academic incivility in students with specific learning disorders. This research was an experimental type with a pre-test-post-test ...
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AbstractThe aim of the present study was to determine the effectiveness of the educational package of the multimedia learning environment model on academic engagement and Academic incivility in students with specific learning disorders. This research was an experimental type with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population included all children with special learning disabilities in the third and fourth grades of primary school in the academic year 2022-2023 in Esfahan, of which 30 were selected in an available manner and finally were randomly divided into two groups of 15 (experimental and control). Participants completed Clark et al.'s (2015) Academic Incivility Questionnaire and Reeve's (2013) Academic Engagement Questionnaire for the pre-test. In the following, the desired training package was implemented for the experimental group for 8 sessions, each session lasting 45-60 minutes. While the group did not receive a training certificate. In the end, the experimental and control groups completed the Academic Incivility Questionnaire and the Academic Engagement Questionnaire as a post-test. Finally, the data were analyzed using SPSS-24 software using the method of variance analysis with repeated measurements. The analysis of the research data showed that the educational package of the multimedia learning environment model has significantly led to the improvement of academic engagement and Academic incivility (p<0.001). Therefore, it can be concluded that the educational package of the multimedia learning environment model was effective in increasing academic engagement and reducing the Academic incivility of students with specific learning disorders and its durability remained after two months.Keywords: Multimedia Learning Environment Model, Learning Disabilities, Academic Engagement and Academic Incivility. Extended AbstractIntroductionIt is well-established that each year, a substantial number of students encounter difficulties in maintaining the same academic pace as their peers due to inadequate special education. This issue is especially prevalent amongst students with specific learning disabilities, which can seriously impact their ability to process, analyze, and store information efficiently. Specific learning disabilities, which encompass difficulties in areas such as reading and math (dyslexia, dyscalculia), as well as writing (dysgraphia), spelling, auditory and processing, significantly impact a substantial number of individuals. It's noteworthy that the age range of individuals affected by specific learning disorders typically falls between 10 to 15 years. Research in the field of special education encompasses a range of topics, with some researchers focusing on identifying the challenges faced by children with learning disabilities, while other researchers explore plans, interventions, and methods aimed at facilitating and enhancing their learning abilities. The study's objective was to explore the potential of multimedia learning technology and its applications in supporting the learning process of students with specific learning disorders, particularly in the field of mathematics. Through the utilization of this innovative technology, the goal was to identify effective methods for addressing the unique needs of these learners and ultimately contribute to their academic success.This study represents the first attempt in the country to examine the impact of a model based on multimedia educational design principles on academic engagement and norm avoidance in individuals with specific math-related learning disorders (specifically, specific learning disorders related to mathematics). While there has been some research into developing various educational programs aimed at enhancing academic engagement and minimizing academic norm avoidance in students, there has been no study specifically focused on developing a multimedia program in the area of special learning disabilities in math to assess its effectiveness (as a teaching technique). Given these circumstances, the proposed study holds significant potential to positively impact academic engagement and academic norm avoidance for individuals with specific learning disabilities, and it aims to explore the effectiveness of the educational package based on the multimedia learning environment model in enhancing academic engagement and minimizing academic norm avoidance among this group of learners.MethodThe current study was conducted as a pre-test, follow-up test experimental design with a control group. The statistical population consisted of boys' primary schools in district 1 in Isfahan city during the academic year 1401-1402. Students from the third and fourth grades of the schools were selected as participants for further analysis. In experimental research, the recommended sample size for each group is 10 to 15 individuals, although the use of at least 5 participants per group in cases of limited access to clinical samples is acceptable while considering certain factors. For the purpose of selecting participants for the study, a comprehensive evaluation process was employed, encompassing math tests, the Raven's IQ test, an assessment of academic records, and teachers' reports. Consequently, a total of 30 students with math disorders were identified and randomly divided into two groups (experimental and control) consisting of 15 individuals each. Apart from the Norm Avoidance Questionnaire, revised by Clark et al. (2015), the study also incorporated Riveh's Academic Conflict Questionnaire (2013). This multi-item scale, comprised of 13 questions, assesses academic conflict across three dimensions: Cognitive Conflict, Behavioral Conflict, and Agent Conflict. The training package under focus was an educational technique known as the multimedia learning environment model. This model comprised a total of 8 face-to-face sessions, each lasting between 45 to 60 minutes. This model covered three distinct categories of cognitive conflict, behavioral conflict, and agent conflict.FindingsAnalyzing the demographic information of the individuals included in this study reveals that the participants were 30 male elementary school students diagnosed with specific mathematic learning disorders in the third and fourth grades, within the age range of 9 to 10 years. Notably, the average age was recorded to be 9.53 years, with a standard deviation of 0.24. The results of the analysis revealed statistically significant differences within and between the groups for both the academic involvement and academic norm avoidance variables (p<0.001). Furthermore, the significance of the interaction effects indicates a pronounced divergence in the changes observed in academic engagement and academic norm avoidance scores between the control group and the multimedia learning environment group across the testing stages (p<0.001).The analysis of the study results demonstrated that the educational package type had a significant impact on both academic engagement and academic norm avoidance variables at various assessment stages, as substantiated by the significant level less than 0.001 and the corresponding eta square value. The analysis of the effectiveness of the educational multimedia environment model package revealed a statistically significant difference in mean scores for academic engagement (specifically cognitive engagement, behavioral engagement, and agent engagement) and academic norm avoidance (both mild and severe behaviors) from the pre-test to the follow-up stages (P<0.001). Moreover, the data analysis demonstrated a significant decrease in the academic norm avoidance variable (both mild and severe behaviors) from the pre-test phase to the follow-up phase in students with specific disorders. Furthermore, the comparative analysis of the mean scores among the conflict variables (cognitive conflict, behavioral conflict, and agent conflict) revealed no statistically significant differences (P<0.05) between the pre-test and follow-up phases.Discussion and conclusionIn this study, the repeated measures Analysis of Variance (ANOVA), a statistical technique for analyzing repeated measurements within the same group, was utilized to assess the influence of the multimedia learning environment on academic norm avoidance manifested by students with specific math learning disorders. The results of the analysis revealed that there was a significant difference in the average scores obtained between the pre-test, final test, and follow-up phases within the group exposed to the multimedia learning environment (significant level < 0.001). A comparison of average scores across the three stages (pre-test, final exam, and follow-up stages) demonstrated a significant decline in academic norm avoidance scores, as evidenced by the significant level of <0.001 found in the statistical analysis. Despite the existence of significant differences in the pre-test and final exam phases, there was no significant difference observed between the pre-test and follow-up phases of the test scores. Studies suggest that children with specific mathematical learning Disabilities often encounter challenges in processing social information, which can lead to underdeveloped interpersonal skills, increased social rejection, feelings of isolation, and heightened aggression in children with specific mathematical learning Disability.The educational multimedia program incorporates elements such as modeling and providing feedback to promote interactive learning and skill development. To this end, individuals are engaged in group play sessions that simulate real-life scenarios, facilitating practice in handling social challenges. This investigation emphasized the significance of modern technologies in the field of education. The educational multimedia program highlights the utilization of multiple senses and visual examples to support the learning process, allowing students to engage in repeated practice and adapt to individual differences. Given the increase in demand for educational media in teaching methodologies, computers and other educational tools have become increasingly significant. The findings of the present study, in conjunction with previous research, indicate that the use of educational multimedia holds significant potential to positively influence children's behavioral responses in social and academic contexts. This can lead to the formation of healthy relationships and foster an active and dynamic learning environment within the school setting, thereby supporting a more well-rounded individual development. It is crucial to recognize the benefits of educational multimedia while also emphasizing the importance of establishing a correct culture of technology utilization and providing appropriate platforms to ensure effective and efficient application towards children’s academic advancement.In-line with the findings of this study, there was a significant disparity between the mean scores acquired at the pre-test, final examination, and follow-up phases within the multimedia learning environment group. A close analysis of the average scores across the three stages revealed a marked increase in academic involvement from the pre-test to the final examination and follow-up phases. These findings highlight the advantages of modern educational technologies, particularly multimedia, in creating an environment conducive to effective learning. The use of these technologies, with their unique benefits such as increased listening comprehension rates and accurate answers, simplifies the evaluation processes. Furthermore, they contribute to a calm and favorable learning environment, fostering a deeper understanding of concepts. The advantages of educational technologies, particularly multimedia, extend far beyond merely increasing the accuracy of answers. They provide comprehensive learning experiences by eliminating unnecessary cognitive overload and increasing efficiency through the effective integration of text, images, and other visual aids. The integration of new information with prior knowledge not only fosters improved academic performance overall, but also serves to increase academic engagement across a wide range of subjects. Effective academic engagement, as a result, becomes indispensable for the student's academic success. Active participation in academic activities fosters both success and achievement, while passivity in academic pursuits leads to difficulties and failure.
Kaveh Shafieyan; Salar Faramarzi
Abstract
This study aimed to investigate the lived experience of parents of students with specific learning disabilities (SLD), during the Corona pandemic. The research method was phenomenological, of lived experience type. For this purpose, among the parents of students with specific learning disabilities in ...
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This study aimed to investigate the lived experience of parents of students with specific learning disabilities (SLD), during the Corona pandemic. The research method was phenomenological, of lived experience type. For this purpose, among the parents of students with specific learning disabilities in the academic year 2019-2020, whose children were under house quarantine due to the Corona pandemic and school closures, the parents of 20 students were purposefully selected and participated in the study. Semi-structured interviews were conducted to collect data, and the data were categorized and analyzed by Colaizzi’s method. The results showed that the lived experiences of parents of students with specific learning disabilities during the Corona pandemic included six main categories: (1) Child psychological problems, (2) Child behavioral problems, (3) Child cognitive problems, (4) Child educational problems, (5) Parenting problems, and (6) Child improper skills. It can be concluded that the poor skills of the parents of students with specific learning disabilities in the mentioned areas can increase the problems of these students and their parents during the home quarantine. Therefore, appropriate training courses in these areas need to be provided for parents of students with specific learning disabilities.
mohammad hosseinalizade; Salar Faramarzi; Ahmad Abedi
Abstract
Abstract The aim of the present study was to develop a child-centered neuropsychological Earlyinterventions package and to assess its effectiveness on the performance of children with developmental cognitive delay. The research method was a pretest-posttest quasi-experimental design with follow-up and ...
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Abstract The aim of the present study was to develop a child-centered neuropsychological Earlyinterventions package and to assess its effectiveness on the performance of children with developmental cognitive delay. The research method was a pretest-posttest quasi-experimental design with follow-up and control group. The research population consisted of 4-6 year-old children with developmental delay who were under training in kindergartens and preschool centers in Tabriz. The multistage random sampling method was employed in such a way that three regions were selected randomly and from each of them, three kindergartens and pre-school centers were randomly selected. The interventions were designed by the researchers. Then, the Wechsler Preschool and Primary Scale of Intelligence-3 (WPPSI-III) was administered on children for screening, and the number of 30 students with development cognitive delays and enjoyed inclusion criteria were randomly selected and divided into two experimental and control groups. Afterwards, a 16-session child-centered neuropsychological intervention program was performed on the experimental group and the control group did not receive any intervention. Data were analyzed by the repeated measures ANOVA using SPSS- 22. The results indicated that there was a significant difference between the subjects in the experimental group and control group in terms of linguistic performance in post-test and follow up stages (P <0.05). As a result, it can be concluded that a child-centered neuropsychological interventions package has led to an increase in linguistic performance in children with developmental cognitive delays.
Salar Faramarzi; Adel Mohamadzade
Abstract
The purpose of this study was to investigate the effectiveness of targeted reading intervention (TRI) on comprehension in students with specific learning disability (SLD). The design of study was quasi experimental pre-test/post-test with control group. The statistical population consisted of all male ...
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The purpose of this study was to investigate the effectiveness of targeted reading intervention (TRI) on comprehension in students with specific learning disability (SLD). The design of study was quasi experimental pre-test/post-test with control group. The statistical population consisted of all male students with SLD at grade 3 at schools of Dorche city in 2016. The sample included 30 students that were selected by Simple Random Sampling and then assigned into two groups of 15 people (experimental group and control group). The experimental group parents received the targeted reading intervention (Sisson and Sisson, 2014) for 12 sessions and 3 sessions in per week. At this time, the control group didn’t receive any intervention. The data was collected by the NAMA reading and dyslexia test (korminori and Moradi, 2005) and MANCOVA was analyzed. The results showed that TRI was efficient on comprehension was significant with α=0.05 level. Therefore, the targeted reading intervention can be suggested to increase comprehension skills of students with SLD.