نشریه تعلیم و تربیت استثنایی
سال هجدهم شماره 150 (فروردین و اردیبهشت 1397)

A large number of students with learning and behavioral problems are routinely excluded from regular education. Although there are voices that educate these students in the same position with their peers (educational inclusion), it remains unclear how best to support their needs for academic and behavioral support. In this article, a comprehensive summary of the literature concerning RTI is given and we will discuss the implementation and application of RTI model as an approach to facilitate the inclusion of students with learning and behavioral problems. Response to intervention can be used as an approach to facilitate inclusion of students with learning and behavioral problems in Iran.

The purpose of the present study was to compare the two methods derived from the behavioral approach, precision teaching and direct instruction with an emphasis on their application in the area of learning disorder. To do this, using the systematic review method by searching the following words (learning disability, learning disorder, precision teaching, direct instruction) in scientific websites like, Science Direct, Proquest, PubMed, and Google Scholar databases data were collected. After collecting resources, the methods of precision teaching and direct instruction were compared to the aspects of history, procedure and evidence of effectiveness. The results showed that these two methods differ from one aspect to another, despite the fact that they have a common theoretical basis, which are described in the text of the article.

Studies have shown that blind people perform better in certain hearing, touch, and chemical tasks. However, few studies in the similar study evaluated blind and visually impaired children as compared to ADHD children in various cognitive sensory states. This research was conducted to compare the meta-cognition of ADHD children, the blind and normal children of Ahwaz city. In this research, the causal-comparative method has been used. The statistical population of the study includes all children of Ahvaz in 2017, who was selected through a target and random sampling method as a statistical sample. The sample group includes 60 children (30 were normal and 15 were blind and 15 were ADHD). Research was carried out by referring to the medical centers, the exceptional children's school in Ahvaz, as well as the welfare of the city. In this study, we used children's meta-cognition questionnaire MCQ to measure and compare the variables. To analyze the data, Spss23 computer software was used. Descriptive findings including frequency, mean, standard deviation, and univariate analysis of variance have been studied. Findings showed that there was significant difference between meta-cognition among three groups. Meanwhile, the meta-cognition level of blind children as well as over-active children was not similar to that of normal children. In general, the effect of meta-cognition in perceiving an individual from his abilities with the continuation of psychopathology cannot be ignored. Therefore, efforts should be made to maximize the function of meta-cognition and its dimensions in advancing educational goals, mental health, and psychopathology of ordinary and special children

Reality therapy is a kind of psychotherapy in which it is tried to help to resolve problems with respect to the concepts of reality, the proper and incorrect responsibility of one's life. In this way, people who need psychosocial help are helped by defining human nature, determining behavioral rules and designing the treatment process. The purpose of this study was to investigate the effectiveness of group counseling based on reality therapy on resilience of parents of autistic children in Isfahan city in 2017. The research method was semi-experimental with pre-test, post-test and follow-up with control group. The statistical population included all parents with autism children, of which 30 were selected using convenience sampling method and randomly assigned to two experimental groups (15 people) and control (15 people). The research tool included the Conner-Davidson Resilience Scale. The experimental group underwent 8 group counseling sessions based on reality therapy. The control group didn't receive any intervention. The results of the data, using repeated measure analysis, show that group counseling based on reality therapy has a positive effect on parental resilience. The results also indicated that group counseling based on reality therapy had been effective in increasing parental resiliency components (excluding control). In this way, it can be said that group counseling based on reality therapy is effective in increasing resilience of parents with autistic children.
Keywords: Reality Therapy, Resilience, Parents, Autistic Children

One of the most common speech disorders is stuttering which cause in anxiety and shyness, and limits interpersonal relationships. The purpose of the present research was to examine the effect of assertiveness skills training on increasing self-efficacy in interpersonal relationships in boys with stuttering. This was a quasi-experimental study with a pre-test/post-test design and control group. The statistical population consisted of all boys with stuttering in 4th and 5th grade referred to speech therapy centers in Rasht in 2014-2015, of which a sample of 24 boys were selected through convenience sampling. They were randomly assigned to two (control and experimental) groups. To collect data, Wheeler & Lad`s children`s self-efficacy for peer interaction scale (1982) was used. After implementing pre-test, the assertiveness skills training program was conducted on experimental group for eight sessions , one and half hour per session and at last, post-test was conducted on both groups. Data were analyzed by covariance analysis. Results indicated that assertiveness skills training could increase self-efficacy in interpersonal relationships (1422.6), subscales of conflict (114.12) and non-conflict (175.03) of experimental group (P≤0.001). Since children with stuttering experience special fear and social anxiety in social interactions, so assertiveness skills training can be used as one of the axes of their therapy and rehabilitation.

Autism Spectrum Disorder (ASD) is a neurodegenerative disorder that has many problems with social and communication skills for children. Based on this, different approaches to treatment based on different orientations have been developed. This review article conducted with the aim of introducing Son-Rise Program (SRP) for children with autism spectrum disorder. The program is based on Applied Behavior Analysis (ABA), but it has significant differences with it. The Son-Rise Program (SRP) is part of the intensive intervention that runs 5 days a week (40 hours). In this program, parents are taught to love their children, to respect her, and to accept her "as they are", through this admission, encourage your child to interact in the home. Research findings have proven that the program improves the communicational and social skills of children with autism spectrum disorder.

“Executive functions” are used as an umbrella term that are broader than cognition and incorporates a range of interrelated processes responsible for goal-directed behavior. Most of the findings from interventional studies have confirmed the effective and sustained benefits of training executive functions in academic performance. Most of these studies, both working memory and attention have a central role in cognition and the strong relationship between these two components has been emphasized with academic achievement. In educational interventions, executive functions for individuals with cognitive disabilities, drawing cognitive profiles in different dimensions, has a great importance. Executive functions can well predict academic achievement before pre-primary, and enhance their ability to improve their academic situation during their studies. In this paper, investigative intervention in executive functions that their target community was children with cognitive disabilities has been reviewed and then simple exercises that reinforce their executive skills are presented.