Research Paper
Ahmad Beh-Pajooh; Sheyda Amirafshari; Bagher Ghobari Bonab; Ali Akbar Arjmandnia
Volume 2, Issue 8 , February 2012, Pages 1-20
Abstract
The present study aims atidentifyingthe role of prenatal maternal stressors in having attention deficit-hyperactivity disorder (ADHD). In this ex post facto research, 64 children with ADHD and 61 normal children were identified by teachers in nursery and elementary schools in Parand, Iran using a diagnostic ...
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The present study aims atidentifyingthe role of prenatal maternal stressors in having attention deficit-hyperactivity disorder (ADHD). In this ex post facto research, 64 children with ADHD and 61 normal children were identified by teachers in nursery and elementary schools in Parand, Iran using a diagnostic checklist for ADHD. In order to identify the prenatal maternal stressors, a checklist was developed by the researchers and administrated to two groups of mothers. Inthisstudy, the prenatal factors were considered as predictive variables, ADHD as criterionvariable and gender as control variable. Resultsshowedthatmother’s disease, argumentswith relativesandmother’s concern over financial problems during pregnancy were significantly higher in mothers of children with ADHD than the normal group. The results also showed that there was a significant difference between the average weight of ADHD and normal children at birth time. In other words the average weight of children with ADHD was significantly lower than normal children
Research Paper
Shahin Oliya'i’ Zand; Samira Vakili
Volume 2, Issue 8 , February 2012, Pages 55-76
Abstract
The present study investigates the effects of protection education on preventing sexual vulnerabilities in educable mentally retarded pubescentgirls. The research method is quasi-experimental, and the statistical population consists of all 64 training centers for mentally retarded girls in Tehran. The ...
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The present study investigates the effects of protection education on preventing sexual vulnerabilities in educable mentally retarded pubescentgirls. The research method is quasi-experimental, and the statistical population consists of all 64 training centers for mentally retarded girls in Tehran. The sampling units include four training centers selected randomly. After administration ofthe questionnaire called “Sexual Abuse Vulnerability Questionnaire of Children and Adolescents” prepared by Oliya’ee Zand which had acceptable validity and reliability (more than α=0.85), 40 students were identified as more sexually vulnerable. They formed the experimental group and were tested through intervention programsfor protection against sexual vulnerability. First a pre-test was administered after which intervention programs were implemented. Then, the post-test and follow Up-test were implemented to see the effect of protection education.Finally, using the statistical model of repeated measures, research questions were evaluated. The results show that protection education about sex is effective in improving abilities to maintain and respect physical privacy and developing preventive skills to avoid sexual vulnerability.Based on the results,it is recommended that other exceptionalpubescentboys and girls should be trained using various teaching instrument in training centers for protection against sexual vulnerabilities.
Research Paper
Majid Ghadami
Volume 2, Issue 8 , February 2012, Pages 77-98
Abstract
The present study has explored the philosophical bases and principles of exclusive approach in education.Through content analysis of accessible literature of the field, gathered from academic libraries in Tehran and related online sites, the suppositions of the approach and its philosophical roots and ...
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The present study has explored the philosophical bases and principles of exclusive approach in education.Through content analysis of accessible literature of the field, gathered from academic libraries in Tehran and related online sites, the suppositions of the approach and its philosophical roots and principles has presented. Then an accepted philosophy and principles of education in Islamic Republic of Iran has been introduced. By considering the geographical situation of Iran and its educational system, the methods and experiences which have been suggested and executed in exclusive education systems all over the world, it seems that the approach has not the best potential for promoting special needs education in quantitative as well as quailtative aspects in Iran. In this way, the equity in access to and quality of education will not be guaranteed for all Iranian children.
Research Paper
Alireza Mohammadi Arya; Maryam Seyf Naraqi; Ali Delavar; Esmail Sa’dipour
Volume 2, Issue 8 , February 2012, Pages 99-116
Abstract
The present study aims at investigating the effects of cognitive and cognitive–meta cognitive education strategies on problem solving ability and adaptive behavior of mentally retarded students in junior professional schools. In this quasi-experimental research, 45 participants were selected by ...
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The present study aims at investigating the effects of cognitive and cognitive–meta cognitive education strategies on problem solving ability and adaptive behavior of mentally retarded students in junior professional schools. In this quasi-experimental research, 45 participants were selected by cluster sampling method and allocated in four experimental and two control groups. Research instruments include Towers of Hanoi puzzle and adaptive behavior scale. Cognitive and cognitive–meta cognitive strategies were respectively taught to experimental groups by lecture in 12 and 24 sessions.The data were analyzed by multivariate variance analysis and one –way analysis of variance. The results show that performance of students in problem-solving was better in cognitive–meta cognitive experimental group than the other groups.Also performance of problem – solving was better in cognitive experimental group than the control group. In addition, there was no difference in problem-solving performance and adaptive behavior of male and female participants who were taught the cognitive and cognitive–meta cognitive strategies. Also, experimental and control groups had no significant difference in adaptive behavior. Since, the results of this study were consistent and parallel withprevious researches, it can be concluded that cognitive and cognitive-meta cognitive education strategies have a positive effect on problem solving skills and adaptive behavior of mentally retarded students.
Research Paper
Hassan Reza’i Jamalooyi; Abbas Abolqassemi; Mohammad Narimani; Adel Zahed
Volume 2, Issue 8 , February 2012, Pages 77-98
Abstract
The purpose of the present research is to compare peer acceptance in students with learning disability and students with low, moderate and high academic achievement.Statistical population of this applied and causal-comparativeresearchincludes the second-grade middle school students in Ardabil City. The ...
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The purpose of the present research is to compare peer acceptance in students with learning disability and students with low, moderate and high academic achievement.Statistical population of this applied and causal-comparativeresearchincludes the second-grade middle school students in Ardabil City. The research sample consists of 160 students (40 with learning disability, 40 with low, 40 with moderate, and 40 others with high academic achievement) selected through multistage cluster random sampling. In order to collect data, reading, writing and math tests, peer acceptance scale and Moreno’S sociomotric test were used. The MANOVA results show that there is a significant difference between students with learning disability and students with low, moderate and high academic achievement in peer acceptance. The results indicate that students with learning disability and the ones with low academic achievement have bigger problems in peer acceptance.The findings of this study have important implications about education and counseling servicesfor exceptional students. Therefore, it is suggested that by teaching social communicative skills to students with learning disabilities, they should be helped to increase their popularity among their classmates to overcome their academic problems.
Research Paper
Roqayyeh Asadi Gandomani; Abbas Nesaian; Parviz Sharifi Daramadi
Volume 2, Issue 8 , February 2012, Pages 99-116
Abstract
The present research aims at studying attachment parenting style and the theory of mind in 8 to11 year-old students with intellectual disability in Gonabad City. Statistical population of this causal-comparative research includes all intellectually disabled students in an exceptional school (Gonabad ...
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The present research aims at studying attachment parenting style and the theory of mind in 8 to11 year-old students with intellectual disability in Gonabad City. Statistical population of this causal-comparative research includes all intellectually disabled students in an exceptional school (Gonabad city, Alavian school), all of whom were selected as sample. Descriptive and deductive methods(independent T test) were applied for data analysis. Findings show that there is no significant relationship between attachment parenting style and theory of mind in intellectually disabled students that gave correct or incorrect responses (p</005) to assignments.
Research Paper
Zeynab Khanjani; Hooshang Mahdavian; Parichehr Ahmadi; Tooraj Hashemi; Leyla Fathollahpour
Volume 2, Issue 8 , February 2012, Pages 117-147
Abstract
This study aims at comparingthe effect of Neurofeedback and Fernald’s multisensory approach on treatment of students with dyslexia. For this purpose,six students (threegirls and three boys) with dyslexia were selected by convenience sampling from five LD centers in Tabriz city and were randomly ...
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This study aims at comparingthe effect of Neurofeedback and Fernald’s multisensory approach on treatment of students with dyslexia. For this purpose,six students (threegirls and three boys) with dyslexia were selected by convenience sampling from five LD centers in Tabriz city and were randomly divided into three groups; each included one male and one female. The first group received both Neurofeedback treatment and Fernald’s method, while the second group received Neurofeedback treatment only and Fernald’s multisensory approach was applied tothe third group.In this empirical case study with single baseline design, Nama reading and dyslexia test was used to evaluate students. Findings show that all subjects improved and the progresswas constant after two and three months. Eclectic treatment has the best results and students who received Fernald’s approach have better progress than those who received Neurofeedback. Also, while Neurofeedback improved comprehension and Fernald’s method helped students to develop expression skills, eclectic treatment affected both comprehension and expression skills.