Editorial
Ahmad Behpajooh; Reza Karaminejad; Baqer Ghobari Bonab; Mohsen Shokoohi Yekta
Volume 3, Issue 10 , March 2013, Pages 1-20
Abstract
Nowadays, emotions have an important effect on our behaviors. Therefore, in many studies conducted on emotional intelligence (EI), the researchers have tried to find out the relationship of EI and different variables. However a few studies have been conducted to examine whether emotional intelligence ...
Read More
Nowadays, emotions have an important effect on our behaviors. Therefore, in many studies conducted on emotional intelligence (EI), the researchers have tried to find out the relationship of EI and different variables. However a few studies have been conducted to examine whether emotional intelligence training can improve EI. The purpose of the present study is to investigate EI training and to evaluate its effectiveness on the EI of students with visual impairment. We used a pre-post test experimental design through a convenient sample of 19 middle school students with visual impairments who are divided into two experimental (9 students) and control groups (10 students). In this study, EI is measured by the Bar-On Emotional Quotient-Inventory Youth Version (Bar-On & Parker, 2000). Also, T-test and analysis of covariance (ANCOVA) are used to analyze the gathered data. The results show significant differences between the two groups in EI after 15 sessions of emotional intelligence training. It is also revealed that it is possible to develop EI training programs for enhancing EI in students with visual impairment.
Abbas Ali Hosseinkhanzadeh; Ali Reza Mohammdiarya
Volume 3, Issue 10 , March 2013, Pages 21-44
Abstract
Thisresearch aims at identifying the necessary social skills for students withmental retardation in work place.The present study is a descriptive-survey design. In this regard, 142teachers are selected as sample using convenient sampling method. In the nextstage, perspectives of teachers are surveyed ...
Read More
Thisresearch aims at identifying the necessary social skills for students withmental retardation in work place.The present study is a descriptive-survey design. In this regard, 142teachers are selected as sample using convenient sampling method. In the nextstage, perspectives of teachers are surveyed using a researcher-developedquestionnaire. After preliminary study and determination of the psychometricproperties of the questionnaire, it is administered on the target samples. The data analysis identified the 25necessary social skills for students with mental retardation in work place. As a conclusion, social skillsinclude various levels prioritized by teachers for the success of persons withmental retardation in work place. Therefore, socialskills identified in this study can be used in vocational planning for mentallyretarded students
Editorial
Mohammad Narimani; Masoud Talebi Jooybari; Abbas Abolqassemi
Volume 3, Issue 10 , March 2013, Pages 41-64
Abstract
Thepresent paper aims atcomparing the attributionalstyle and resilience in students with visual or motor disabilities and normalstudents. In this applied and field research, the statistical populationincludes all normal and disabled students aged between 15 and 19 years old inSari and Qaemshahr Cities. ...
Read More
Thepresent paper aims atcomparing the attributionalstyle and resilience in students with visual or motor disabilities and normalstudents. In this applied and field research, the statistical populationincludes all normal and disabled students aged between 15 and 19 years old inSari and Qaemshahr Cities. 120 students (60students with visual and motor disability and 60 normal students) from the school of Sari and Qaemshahr cities participated in thestudy. All participants were asked to complete the attributional style questionnaire (ASQ) and (CD-RTS9) resilience questionnaire. Analysis of the data involved both descriptiveand inferential statistics including means, standard deviation, multivariateanalysis of variance, correlation coefficient and multivariate regression. The result of analysis of variance show that there isa significant difference between students with (visual and motor) disabilitiesand normal students in components of unpleasantinternal-external attribution, unpleasant temporary-stable attribution,geneal-specific attribution and resilience. This indicatesa more pessimistic attributionalstyle in the first group. There is a positive correlation betweenattributional style and resiliency. The regressionanalysis shows that the components of attributional style can predict theresiliency (p<0.01). The results of this study suggest that educationprofessionals should embark on planning and implementing combined therapeuticprograms for students with visual and motor disabilities who suffer fromemotional disorders
Editorial
Farzaneh Nahidpoor; Mansoor Ali Hameedy; khadijeh zamanlo; Majid ghalkhani
Volume 3, Issue 10 , March 2013, Pages 61-74
Abstract
One of the most serious problems of blind peoplein their lives is the difficulty in adjusting to their disability. When theblind person doesn’t succeed in adjusting to his/her condition and toenvironment in general, insecurity and frustration will set in and that wouldcause to misbehaviors. Thus, ...
Read More
One of the most serious problems of blind peoplein their lives is the difficulty in adjusting to their disability. When theblind person doesn’t succeed in adjusting to his/her condition and toenvironment in general, insecurity and frustration will set in and that wouldcause to misbehaviors. Thus, the aim of current research was investigating the impact of group counselingwith rational-emotive-behavior approach on increasing adjustment of blindstudents. The research method wasQuasi-experimental method with pre-test and post-test design with one group. 7blind students were selected via availablesampling procedure that diagnosed maladjustment with utilizing blind adjustment questionnaireand participated at 10 sessions of group counseling with rational-emotive-behaviorapproach. after ending group counselingsessions, participants answered to adjustment questionnaire again. Analyzingdata with paired samples t test indicated that group counseling withrational-emotive-behavior approach was effective at increasing general,emotional, social, and educational adjustment of blind students. With regard toresearch findings could say that , rational-emotive-behavior approach isaffective method for increasing adjustment of blind students
Editorial
Mansoor Soudani; Mahnaz Mehrabizadeh Hoanrmand; Zargham Zarghamian
Volume 3, Issue 10 , March 2013, Pages 75-92
Abstract
The purpose of this study is to investigate theefficacy of meaning training on resiliency and improving the lifequality of motherswith children of special needs in Borazjan city. 222 mothers completed thequestionnaire of World Health Organization Quality Of Life andConnor-Davidson Resilience Scale. Then ...
Read More
The purpose of this study is to investigate theefficacy of meaning training on resiliency and improving the lifequality of motherswith children of special needs in Borazjan city. 222 mothers completed thequestionnaire of World Health Organization Quality Of Life andConnor-Davidson Resilience Scale. Then 40 of these persons with one standarddeviation below the mean score in both questionnaires were selected randomlyfor testing the hypothesis. These 40 persons were divided into two groupsrandomly (experimental and control group). At first the two groups took apre-test, and then the experimental group received meaning training for 10 90-minutesessions. At the end, both groups took post-test simultaneously and after onemonth the follow-up test was done. The data of the study were analyzed by MANCOWA method. The results show that the meaning training hasincreased resiliency and improved the quality of life of the experimental groupin comparison with the control group.A Follow-up study after one month shows the usefulness of meaning training on resiliencyand quality of life
Editorial
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 ...
Read More
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
Editorial
Nastaran Seyed Esmaili Qomi; Ali Sheykholeslami
Volume 3, Issue 10 , March 2013, Pages 113-128
Abstract
The purpose of this study is to comparesigns of anxiety and depression in draw a person test in mentally retarded andnormal students. In this descriptive research, the statistical population consistsof all 11 year-old educable mentally retarded and normal students of Shahriyarcity in the academic ...
Read More
The purpose of this study is to comparesigns of anxiety and depression in draw a person test in mentally retarded andnormal students. In this descriptive research, the statistical population consistsof all 11 year-old educable mentally retarded and normal students of Shahriyarcity in the academic year of 2011-2012. 33 educable mentally retarded students areselected through convenient sampling and 33 normal students were selectedusing cluster random sampling. Draw a person test (DAP) is used to collectinformation. The data re analyzed using Mann-Whitney test.The results show that there is significantdifference in the rate of anxiety and depression between educable mentallyretarded and normal students reflected in their drawings. This means thateducable mentally retarded students had shown greater measures of anxiety anddepression in their drawings
Arezoo Shahmiveh Isfahani; Tahereh Heidari; Ahmad Abedi; Marzieh Tavakolniya
Volume 3, Issue 10 , March 2013, Pages 129-144
Abstract
The purpose of this research is to determine theeffect of group plays on psychomotor development of educable mentally disabledboys (aged 5 to 7 years old). Thestatistical population of this studyincludes all boys with educable mental disability in preschool. The sampleconsists of 20 boys who are randomly ...
Read More
The purpose of this research is to determine theeffect of group plays on psychomotor development of educable mentally disabledboys (aged 5 to 7 years old). Thestatistical population of this studyincludes all boys with educable mental disability in preschool. The sampleconsists of 20 boys who are randomly selected from three special schools inIsfahan city. Then they are randomly assigned into two experimental and controlgroups. The instrument used in this research is Lincoln Oseretsky Test of MotorProficiency and Education Group Play. A pretest is administered on both theexperimental and control groups. Then education play training is employed onthe experimental group for one mouth and 12 sessions. A post test isadministered on both groups at the end of training. The results show there is asignificant difference between the mean scores of Lincoln Oseretsky Test ofMotor Proficiency in the experimental and the control groups in the post test(p<0.001). The effect size is 69%. It is therefore concluded that group playcould increase psychomotor development in educable mentally disabled boys. Sowe can use group plays on psychomotor development in preschool children inaddition to another methods
Maryam Alikhani; Alireza Manzari Tavakoli; Hamdollah Manzari
Volume 3, Issue 10 , March 2013, Pages 145-163
Abstract
The purpose of this study is to examine andpredict factors related to anxiety of mothers with exceptional children inJiroft city in 2011. In this applied and correlative research, the statisticalpopulation includes all the mothers of mentally retarded, deaf and blindchildren who are being educated in ...
Read More
The purpose of this study is to examine andpredict factors related to anxiety of mothers with exceptional children inJiroft city in 2011. In this applied and correlative research, the statisticalpopulation includes all the mothers of mentally retarded, deaf and blindchildren who are being educated in schools special for exceptional children inJiroft. The sample consists of 60 mothers of exceptional children who areselected by random sampling. The answers given to Beck anxiety and theresearcher-made questionnaires are analyzed by using correlation coefficientand multiple regression method. Analysis of the data reveal that there is asignificant correlation between the mother’s anxiety and the knowledge ofmothers about how to raise and treat exceptional children, the sociallimitations of mothers, the root cause of disability of the exceptional child,the effect of the child’s disability on family relationships, sense of responsibilityof mothers, and the father’s presence. In addition, the result of this studyshow there are factors that increase the mothers’ anxiety