Seyyedeh Fatemeh Mousavi; Maryam Parastanpoor; Maryam Asghari
Abstract
The aim of this study was to compare marital satisfaction, parental alliance, and parental burnout in fathers and mothers having a child(ren) with and without visual impairment. The method of the study was descriptive and expo facto. The study population consisted of four groups of parents having children ...
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The aim of this study was to compare marital satisfaction, parental alliance, and parental burnout in fathers and mothers having a child(ren) with and without visual impairment. The method of the study was descriptive and expo facto. The study population consisted of four groups of parents having children without and with visual impairment (parents having one child, two children, and more than two children with VI) living in different cities of Iran. Among them, a sample of 506 people (including 297 mothers and 209 fathers) participated voluntarily in the study through convenient sampling. The measurements included the Kansas Marital Satisfaction Scale (Nichols et al., 1983), the Parental Alliance Scale (Abidin, & Brunner, 1995), and the Parental Burnout Assessment (Roskam et al., 2018). The results showed that parents having more than two children with VI had higher scores on parental burnout and lower scores on marital satisfaction and parental alliance compared to the other three groups (p < .001). The results of the MANOVA test showed that the four groups were significantly different in all dimensions of parental burnout (p < .001), also, the fathers obtained higher scores in marital satisfaction (p < .04). The extent of visual impairment of the child(ren) can disrupt the relationship between children and parents with themselves and with each other by negatively affecting marital and parental outcomes.
fahimeh rezaeipour; Taghi Jabbareefar; Kazem Barzegarbafrouee
Abstract
The purpose of this study was to compare the dimensions of attachment, fear of negative evaluation, social and academic adjustment based on different levels of academic achievement in students with visual impairment. Descriptive research design was causal-comparative. Participants of this study included ...
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The purpose of this study was to compare the dimensions of attachment, fear of negative evaluation, social and academic adjustment based on different levels of academic achievement in students with visual impairment. Descriptive research design was causal-comparative. Participants of this study included 211 people of students with visual impairment in undergraduate and postgraduate degrees in all universities of the country during the academic year of 1396 - 97. The snowball method was selected. In order to collect the research data, each participant completed the Collins' Attachment Scale (1996), A brief version of the Fear of Negative Evaluation Leary (1983) and Social and Academic Adjustment Subscales of the Student Adaptation to College Questionnaire Baker and Siryk (1984). Data analysis method was multivariate analysis of variance. The results showed that there was a significant difference between students in high and low academic achievement in all research variables (p<0/05). Also, there was a significant difference in anxiety and avoidance of attachment, fear of negative evaluation and social adjustment among students with moderate and lower academic achievement. In high and moderate educational groups, the differences in all variables were significant except for avoiding attachment and academic adjustment. Considering that people with visual impairment have an attachment, fear of negative evaluation and adjustment with more problems than sighted people, on the other hand, in today's advanced world, one of the symptoms of a person's success is his academic achievement, hence attention Social support for students with visual impairment is essential to their academic achievement.
Zabihollah Allahi; Esmail Zareii Zavaraki; Parviz Sharifi-Daramadi; Dariush Noroozi; Ali Delavar
Abstract
Abstract This study aimed to examine the effectiveness of mobile-assisted instruction on learning, achievement motivation and cooperation of students with visual impairment in English language courses. This was a quasi-experimental study implemented on high school female students (grade 2) with visual ...
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Abstract This study aimed to examine the effectiveness of mobile-assisted instruction on learning, achievement motivation and cooperation of students with visual impairment in English language courses. This was a quasi-experimental study implemented on high school female students (grade 2) with visual impairment in Iran. The sample consisted of 52 students with visual impairment (26 in experimental group and 26 in control group) who voluntarily took the test. In the experimental group, in addition to regular classroom instructions, classroom activities were done using the students' mobile-phones, while the control group was only offered the classic method. To collect data, Abdekhodaee Achievement Motivation Questionnaire, the Researcher-Made Cooperation Questionnaire, and the Researcher-Made English Test were used. To analyze data, covariance analysis was used. The findings revealed that mobile-assisted instruction had a positive impact on increasing learning, achievement motivation and the cooperation of students with visual impairment in English language courses. So, the three hypotheses were confirmed. Therefore, it is concluded that mobile-phones can be utilized to help students with visual impairment in English language courses. This study was done in Iran for the first time, so the results can be a road-map for instructional designers, educational technology students, special education experts and teachers to use mobile-phones purposefully in education.
Iran Davoudi; Roqayyeh Mazare’iKaskani; Mahnaz MehrabizadehHonarmand
Volume 3, Issue 11 , March 2013, , Pages 87-106
Abstract
The present research aims to compare socialskills, life satisfaction, and the locus of control in students with hearingimpairment, students with visual impairment, and normal students at middleschool and high school levels of Ahvaz city. A Sample of 129 people, including50 students with hearing impairment, ...
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The present research aims to compare socialskills, life satisfaction, and the locus of control in students with hearingimpairment, students with visual impairment, and normal students at middleschool and high school levels of Ahvaz city. A Sample of 129 people, including50 students with hearing impairment, 28 students with visual impairment, 51normal students participated in this study and filled out social skills, lifesatisfaction, and the locus of control questionnaires. This was acausal–comparative research, and multivariate analysis of variance was used totest the hypotheses. The results indicated that there was a significantdifference between the three groups (P>0.001). There was a significantdifference in the variables of social skills and locus of control, resulting inbetter social skills and higher Locus of Control in normal individuals comparedto those with hearing impairment and vision impairment. Through investigatingthe results, this finding was obtained that the difference in the social skillsof students with hearing impairment and vision impairment was significant,being in favor of the group with vision impairment As for the locus of control,when comparing the normal group and the group with hearing impairment, theresults indicated a significant difference in external locus of control infavor of group with hearing impairment, but no significant difference wasobserved in the variable of life satisfaction among the three groups. The paperdiscusses the application of these findings
Ali asghar Kako Joybari; Hajar Shojai; Tayebe Mohtashami
Volume 1, Issue 3 , October 2011, , Pages 55-70
Abstract
Objective: The aim of this research was to assess the levels of reading literacy perception in 4th grade primary school students with visual impairment and comparing it with normal peer students. Methods: The current research was a survey study and was performed by the use of PIRLS (2006) ...
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Objective: The aim of this research was to assess the levels of reading literacy perception in 4th grade primary school students with visual impairment and comparing it with normal peer students. Methods: The current research was a survey study and was performed by the use of PIRLS (2006) international standardized booklets as instrument. Twenty seven 4th graders of three primary exceptional schools in three different cities ( Tehran, Rey and Qom) were selected by means of non-convenient sampling and compared with the equal size of students of matched adjacent normal schools. The independent t-student test was used for the statistical analysis. Results: There were significant differences in the levels of interpretation and modulation of data and ideas between students with visual impairment and normal sighted students, but there wasn't any significant difference in other reading literacy perception levels (p<0.05). Conclusion and recommendations: It is necessary to pay special attention to students with visual impairments and review their reading programs both in normal schools and also in the visual impairment specific schools. It is recommended that teachers and authorities provide more texts in brail for blind children and in addition to early intervention to educate and provide facilities, helping them to achieve deeper levels of reading literacy perception.