جستجوی مقالات مرتبط با کلیدواژه « Mild Intellectual Disabilities » در نشریات گروه « علوم تربیتی »

The aim of this research is to compare the efficacy of three different cognitive methods of instruction on the recall of children with mild intellectual disabilities. Research design is quasi-experimental. Population of study consists of all intellectually disabled male students in karaj province. The sample of study includes 60(4th grade) male students with mild intellectual disabilities. They were selected through in access sampling from Exceptional Schools. The selected students were randomly assigned to three experimental groups and one control group. Data analyzed by using descriptive statistics, ANOVA and Tukey’s follow-up test. The results show that all three methods, in compare with control group, significantly improve the abilities of students. However, there was no significant difference between cognitive-active and multi-sensory methods, but there was a significant difference between the impacts of cognitive-active and cognitive-inactive; and multi-sensory and cognitive-inactive methods. It can be concluded that training of cognitive strategies was more effective on recall of children with intellectual disabilities than passive learning and causes better recall.

The present study investigates the development of social information processing (SIP) in students with mild intellectual disabilities with regard to the social information processing model presented by Crick and Dodge (1994). The sample consisted of 120 students ageing 10 to 12, 13 to 15 and 16 to 18 years. They were selected from the exceptional schools in Shiraz and were interviewed individually using Tur-Kaspa and Bryan (1994) social stories. The results indicated the presence of a significant difference between the mean scores of the first and the third group of students in all stages of SIP. However no significant difference was observed between the mean scores of the second group and the other two groups in any of the SIP steps. This study concludes that there probably exists a slow social cognition development in these students.