مجید خاری آرانی

The present study examines the culture of learning in children with special needs (deaf and hard of hearing) with the use of teacher’s narration

The research was conducted by narrative analysis. The data collection tool is taken from the prepared form by the researcher, the results are obtained from diaries, biography, recording personal experiences of teachers with special needs (deaf and hard of hearing) within one academic year. In this research, first the text has been read entirety and were codified while reading the main concepts. then the codes have been placed in different categories according to their connotation and semantic sharing. Then, the main concepts were chosen according to the closeness of the categories and in the last step, a conceptual framework was presented after reviewing themes.

The findings indicate that in the field of understanding the learning culture of children with special needs, components of; The student's learning, communication with him, paying attention to the learner's mental capacity and teaching adaptability play fundamental role to student. Mutual interest and tendency of student and teacher, effective communication with the learner with special needs, elimination of mental and behavioral one-sidedness is among the significant cases.

Bergson and Tabataba'i are among the philosophers who have paid more attention to ethics. In this research, an attempt has been made to examine the convergence and non-convergence of their views about ethics philosophical foundations. The research is qualitatively comparative with inferential approach using Bereday’s method for analysis of data. The findings show that both philosophers are similar in their belief in God, but Bergson sees God constantly changing and evolving whereas Tabataba'i considers it pure of any change. Also in philosophical foundations, the emphasis of both philosophers is on intuition, will, freedom, and a transformational view about world and human. In addition, Bergson emphasizes on authority and continuity in ethics, but Tabataba'i view it based on innate nature. In terms of educational goals, principles and methods, both philosophers emphasize adherence to moral values, reason and individual ethics along with social ethics and internalization of values. Bergson considers the ultimate goal of education to be the development of rational-intuitive human beings, while from Tabataba'i viewpoint the main goal of education to be the realization of human welfare and nearness to God. Study of the views of the two philosophers can comparatively contain clear implications for the philosophical foundations of ethics in the educational system of the Islamic Republic of Iran. According to the findings, it is suggested that the views of non-Muslim philosophers such as Bergson be considered by policymakers in the upstream documents of the Iran educational system.

Allameh Tabatabai and Emanuel Levinas are among the philosophers who have given great importance to ethics. Using descriptive-analytical and comparative methods, the researchers have made attempts to identify the convergence and divergence of their views by reviewing the philosophical bases of the ethical education. Assessment of the ontological, anthropological and axiology of moral education by Allameh and Levinas signifies that the basic concepts in Levinas's philosophy contains ethics focusing on the others, responsibility, and will. The philosophy of Allameh Tabatabai, however, concentrates on others, moderation and innateness as having special position. Both emphasize on others, responsibility, will, and freedom. Furthermore, Levinas and Allama both believe in God and consider Him as infinite. However, God, in Levinas’s view is considered equal to the otherness, while Allama believes in transcendent, free of any change, and above others.

The present article proceeds to study the concept of childhood in ancient Iran with reference to certain documents including books and other sources. Research findings indicate that the organization of education in the last centuries was not the same in different places and times. In those days, families, fire temples, and teaching centers affiliated to the courts had undertaken the training of children and youth. Later on, primary schools and universities also came up and joined the same mission. Historically speaking, Iranians had special respect to knowledge, to the extent that, in their religious supplications, God was asked to grant knowledge to them. In the teachings of Zoroaster, one of the ways of attaining heaven is to make effort in educating people. For it is believed that through knowledge, evil and cruelty, as the signs of ignorance, will go away. In ancient Iran learning initiated from childhood and continued till old age ceaselessly. Education is meant for life, that is, knowledge and action go ahead hand in hand, and engulf the whole life and activity of man. In this system of education, man not only sought to attain certain moral virtues and intellectual principles, but also tried to learn some civil sciences and to implement in his practical life. The chief goal of education in ancient Iran was to bring children up to being theist and religious, possessing good moral, learning certain arts, and medical know-how. Concluding that as ancient remains show, the primary factors of education in ancient Iran were as follows: nature and geographical condition, the tenant of the Aryans as modified by Zoroaster, the role of religion in bringing children up and process of education.

This article expounds the philosophy of education of exceptional children regarding the foundations, objectives and principles of education. This theoretical analytic-documentary paper collects the research data through a library based-method. The findings show that; education plays an important role in the lives of reatrded children. The foundations of retarded children`s education includes: human`s dignity, the enjoyment of human beings by common sense and different features, human being`s independency, justice as the most fundamental social value, feeling a component of society. The objectives of education include: prosperity, knowing one self, complimenting the spirit of respect, reducing the growth damage by appropriate intervention and promoting talents. The principles of education include: the principle of ((training the characteristic by relying of self-esteem)), the principle of ((promoting creativity)), the principle of ((activity)) and the principle of ((self-denial)).

The repeated appearance of the expression “seven heavens” in Quran caused interpreters and researchers endeavor to explicate and justify it from long before; therefore, many theories about “seven heavens” have been postulated under the impression of astronomy in every era.
The aim of the present paper is using a descriptive method and collecting data in a library to deal with the true meaning of the word seven heavens "in Quranic teachings. The writer attempts to display the initial meaning of the term and to see how its meaning was extended to embrace public and ethical aspects. Having done this, the writer tries to disclose the general meaning of the term through general references to Quranic verses. Buffett said the Quran should be interpreted in terms of these two approaches are different. Accordingly, the entire expanse of the heavens are the heavens of the sky world.

The purpose of this study is to determine the difference between normal student''s teachers and teachers of exceptional students، from mental health standpoint. The study design is a comparative، cause and affect one. The study subjects consisted of 35 teachers of exceptional students and 51 normal student''s teachers in primary schools on Zarinshahr، Isfahan. The subjects were selected randomly. The questionnaire consisted 28 questions، GHQ28. Statistical analysis showed that in general there is no significant difference (p<0/05) between the mental health of exceptional student and normal student''s teachers. The results also showed that concerning the teacher’s education، there is a significant difference (p<0/05) between the two groups. Age، and years of service didn’t show significant difference between the two groups. This study showed that teachers of exceptional students and normal student''s teachers share the same mental health. Level of education has a positive effect on the mental health status of the teachers of exceptional students.

Mentally retarded children impose an extra stress on their parents especially on their mothers. Coping skills can be used by the parents to relieve the stress and to improve the adaptation.Therefore, the aim of this study was to assess the effect of training on the social adaptation of educable mentally-retarded children’s mothers based on Roy adaptation theory. This quasiexperimental study was carried out on 40 mothers whose educable mentally retarded children went to the exceptional school in Aran and Bidgol during2009-2010. Intervention consisted of four twohour sessions, supplemented by a 30 minute conversation between the interviewer and the candidate within 2 weeks. Coping skills program was based on the dimensions of Roy theory. Adaptation questionnaire was completed before and 6 weeks after the completion of intervention by the participants. The mean scores of mothers’ social adaptation had significant difference before and after the training in physiological, selfconcept, dependence/independence, role-playing dimensions and total social adaptation. According to the results of the study, the training based on theRoy theory had a positive effect on the social adaptation of mentally retarded children’s mothers.

Postoperative nausea and vomiting (PONV) are the most common complications after surgery which could cause complications and problems for many patients and healthcare systems. This study was performed to evaluate the effect of oxygen therapy on postoperative nausea and vomiting after general surgical operations. This experimental study was performed on 46 patients undergoing general surgery in Kashan Shahid Beheshti Hospital. Patients were randomly divided into two groups. Anesthesia and drugs in intraoperative and postoperative periods were the same in the two groups. All patients received 50% oxygen during surgery. In intraoperative period all patients inhaled 50% oxygen balanced with N2O. The first group received 80% oxygen in postoperative period (study group)، and the second group received routine care of %30 oxygen in recovery room and no oxygen on surgical ward (control group). SPO2 and PONV were recorded in recovery and surgical wards. The results were analyzed using chi-square and t test. The rate of nausea and vomiting in intervention and control group patients in the recovery room did not show any significant difference (P>0. 05). The rate of nausea in both groups in surgery ward showed no significant difference (P>0. 05). The frequency of vomiting among intervention group patients was lower than controls patients and the difference was statistically significant (P=0. 01). The results showed that oxygen therapy has no effect on postoperative nausea and vomiting in short-term، but after several hours after surgery it could reduce vomiting in patients.

Mentally retarded children impose an extra stress on their parents especially on mothers. Coping skills can be used by parents to relieve stress and to improve adaptation. Therefore, the aim of this study was to assess the effect of teaching on social adaptation in mothers of educable mentally-retarded children based on Roy adaptation theory. This quasi-experimental study was carried out on 40 mothers of educable mentally retarded children referred to the exceptional school in Aran and Bidgol during 2010-11. Intervention was consisted of four two-hour sessions, supplemented by a 30-minute conversation between the interviewer and the candidate occurred within 2 weeks. Coping skills program was based on the dimensions of Roy theory. Questionnaire on adaptation was completed before and 6 weeks after the completion of intervention by the participants. The mean scores for social adaptation in mothers of mentally retarded children in physiological, self-concept, dependence/independence, role-playing dimensions and total social adaptation before and after the training showed a significant difference (P<0.001). According to the results of the study, teaching based on the Roy theory has a positive effect on social adaptation in mothers of mentally retarded children.

This study explains similarities and differences of hope defined by Quran viewpoint and by speeches with positivist psychology using descriptive-analytic method. Hope meaning achievement to goal accompanied by effort, goal as main and key component of hope, and designing the affairs for achieving desirable goals, are similarity aspects. Also, divine ideology against individual ideology, dynamic and model-designing theory against neutral and non-value-oriented theory and comprehensive methods against objective methods are difference aspects. Study results states that hope in education from viewpoint of Quran and Islamic instructions are more comprehensive than pessimistic and positivist psychology.