منصوره شهریازی احمدی

The purpose of this study was to compare the executive laws related to educational support for exceptional children and adolescents in Iran and the international organization UNICEF. The research method was qualitative and comparative. The research sample included the documents and annual reports available in the welfare organization from 2010 to 2019, which were selected through available and targeted sampling, and in the international dimension, UNICEF's annual reports on educational support for exceptional children and adolescents in 2011. Reviewed by 2020. Some quantitative research data were analyzed using descriptive methods and content analysis was done in the document matching section. According to the findings, the number of exceptional children and teenagers who are covered by welfare has been increasing in recent years. The coefficient of correlation between the opinion of the families of exceptional children and adolescents and the welfare officials about the quantity and quality of educational support showed that the opinion of the families and the officials are aligned. According to the research conducted by UNICEF in 51 developing countries, 42% of girls and 51% of boys of exceptional and disabled children (average about 47%) managed to go to primary school, while in Iran this average reaches 62.5%. Therefore, it can be concluded that education support in Iran is in a better situation than the UNICEF reports of developing countries.

The present study was conducted with the aim of the effectiveness of treatment based on parent-child interaction with face-to-face training method on the executive functions of students with hyperactivity and attention deficit disorder. The research method was quasi-experimental, with a pre-test and post-test design with a control group. The statistical population of the study was all children aged 10 to 12 years in the 19th district of Tehran in 2022 who were suffering from hyperactivity and attention deficit. The sample size of 30 people was determined by the purposeful sampling method, this number of people was divided into two groups by the matching method, the number of each group was 15 people. And the control group did not receive any treatment plan. The research tool was the executive functions questionnaire of Gerard et al. (2000). The method of data analysis was univariate and multivariate covariance analysis.The research findings showed that the treatment based on parent-child interaction with face-to-face training method on executive functions (memory emotional regulation) of students with hyperactivity and attention deficit (p<0.05). It can be concluded that the treatment based on the interaction of the parent of the child with the face-to-face teaching method can be effective in improving the executive functions of students with hyperactivity and attention deficit.Keywords: treatment based on parent-child interaction, face-to-face training, executive functions, hyperactivity and attention deficit

Strengthening wisdom along with intelligence is essential for students' spiritual and scientific progress. Accordingly, the behavioral indicators and the level of wisdom of students should be measured with a valid tool and appropriate to Islamic culture. The aim of this article assess the wisdom of adolescent students is written.This article is a part of development-applied research in terms of purpose and descriptive-survey type in terms of data collection method. The statistical population included all gifted and moderately intelligent students of the first year of high school in Isfahan in the academic year of 1997-98. Cluster random sampling method was used and 400 people were tested individually with a questionnaire to assess the level of wisdom of adolescent students.. Data were analyzed using Spss and AMOS software using correlation coefficient, heuristic and confirmatory factor analysis.The results of the analysis showed that the mean index in the gifted group is higher than the normal group and gifted male and female students have a higher score in the Wise Behavioral Indices Questionnaire. Eight factors with eigenvalues higher than one were able to explain 71.494% of the variance of items. The results of the first-order confirmatory factor analysis showed that the model fit index is at a desirable level. The reliability of the questionnaire was calculated in terms of Cronbach's alpha coefficient 0.895. The coordination between the factors with the total score is acceptable and the model fit index is at a desirable level, which indicates that the questionnaire is sufficient.

Dyslexia is the most common type of learning disorder and accounts for about 80% of learning disabilitiesAndDyslexic children show evidence of cerebellum abnormalities because the cerebellum allows the learning process to be performed with maximum efficiency. The aim of this study was to evaluate the effect of cerebellum superiority-based method on improving reading and motor skills of dyslexic students. In this study, a quasi-experimental research method with a pre-test-post-test design with a control group has been used.The statistical population includes dyslexic students referring to learning disability centers in Urmia in the 97-98 academic year.Among them, a sample of 30 people were included in the study by available sampling method and were divided into experimental and control groups.In the experimental group, a method based on cerebellum training was performed for 20 sessions of 60 minutes. LinklonOseretsky motor Development scale and reading test (NAMA)were used to collect data. Data were analyzed using SPSS-26 software. The results showed an increase in the mean post-test scores and standard deviation of reading and motor skills compared to the pre-test in the experimental group.Data analysis using multivariate covariance method showed that the method based on cerebellum training had a significant effect on dyslexia symptoms (p <0.05) and motor skills compared to the control group (p <0.05).Based on the results of the present study, it is suggested to the instructors of problem centers and special learning to use cerebellum training method in addition to other educational interventions to increase reading skills and motor skills of dyslexic students

The aim of this study was to investigate the effectiveness of musical games on anxiety and depression in students with visual impairment in the second grade of elementary school. The present study is a experimental study with a pretest, posttest design with a control group. The statistical population includes 60 students with visual impairment aged 9 to 15 years (M = 11.74). Sampling by screening method with Spence Anxiety Questionnaire, CDI Depression Inventory and after matching based on age and type of visual impairment, 28 people were divided into experimental and control groups. The experimental group received 10 sessions of 30 minutes of intervention. Data were analyzed by SPSS software and statistical methods of analysis of covariance, independent t-test and paired t-test. The results of independent t-test showed that there was no difference between the groups in the baseline. Paired t-test results showed that there was a difference between pre-test and post-test of the experimental group.The results of analysis of covariance showed that in the experimental group there was a significant difference in the anxiety variable, but there was no significant difference in the depression variable. The final results showed that musical games can be a suitable method to affect the anxiety of children with visual impairment (P <0.0001). According to importance of play in children's lives, this method can empower and create a positive feeling, so planning to teach them ways to live happily is especially important .