نشریه کودکان استثنایی
سال نوزدهم شماره 2 (پیاپی 72، تابستان 1398)

Although certain dimensions of foreign language learning in dyslexia have already been examined in the literature, no study has yet explored the language learning experiences of Iranian students with dyslexia, and parents’ views of the language learning experience of their children has also been neglected in the international literature despite its importance. The present study aimed to present a qualitative analysis of these experiences. The present study is part of a larger project aiming to teach English as a foreign language using the multisensory phonics method to Iranian students with dyslexia. In this study, following the educational course, semi-structured interviews were conducted with nine participants, including five students with dyslexia and four mothers, selected via convenience sampling. Interviews were transcribed, translated into English, and analyzed in MAXQDA 2018 using thematic analysis in order to extract emergent sub-themes which were eventually subsumed under 10 themes. Moreover, a systematized review was performed on articles published in scientific journals focusing on dyslexia and problems in learning a foreign language. Results and Results of the systematized review indicated that the most prominent problems faced by students with dyslexia learning a foreign language are issues with spelling, reading, grammar, and memorizing vocabulary. Furthermore, based on the analysis of interviews, students disliked their English learning experience at school, whereas both students and their mothers witnessed the efficiency of multisensory phonics instruction for English. Moreover, the mothers judged their mothering experience to be difficult since their mother-child relationship was occasionally strained. Finally, mismatches were observed between the students’ and mothers’ views in certain cases.

The purpose of this study was to investigate the effectiveness of Narrative therapy program on social adjustment and loneliness in children with Physical-motor disabilities. Present study was a Semi-experimental study based on pretest-posttest design with control group. The statistical population included all all Students with Physical-motor disabilities of elementary schools in district 3 of Tehran in the academic year of 2017-2018. Among them, 30 people (16 girls and 14 boys) were selected using available sampling and assigned randomly into experimental and control groups (each group with 15 members). Data were collected using Sinha & Singh’s Adjustment Inventory for School Students and asher and wheeler loneliness scale. First, a pre-test was performed for both experimental and control groups.Then the experimental group received Narrative therapy program for 8 sessions of 45 minutes, But the control group did not receive any intervention. After completing the sessions, Post-test was executed for both the experimental and control groups. The results of covariance analysis showed that there was a significant difference between the mean of post-test scores of Social adjustment, Emotional adjustment, Educational adjustment And loneliness in the experimental and control groups, so that Social adjustment, Emotional adjustment and Educational adjustment significantly were increased  and loneliness Was significantly decreased in the experimental group. The educational program of  narrative therapy can increase Social adjustment, Emotional adjustment, Educational adjustment and reduce loneliness in children with Physical-motor disabilities.

 The purpose of this study is to design and validate  supplementary curriculum model for first-grade elementary students with emphasis on remediation and restoration of dysgraphia from  the perspective of learning disabilities specialists, curriculum planners and primary school teachers . This research is applied research and was conducted by survey research method. Research statistical society consist of three groups of curriculum planners (n=40) ٫learning disabilities specialists(n=100) and primary school teachers (n=5607) in 2016 -2017. 36 curriculum planners٫80 learning disabilities specialists (by Morgan table and available sampling) and 381 primary school teachers (by morgan table and cluster randomsampling) serves as samples. This research data were collected by researcher made questionaire with)  /0= 96(coefficient . The   extent of the disaster was equal to 0/05 is considered. To analyze the research data statistical method has
been used  . The findings of this study showed that the complementary curriculum model for students with learning disabilities in the first elementary school with an emphasis on improving & correcting insufficient writing was satisfactory from the point of view of curriculum specialists, learning disability specialists and primary school teachers and there was no significant difference between the three views. According to the finding, appropriate goals, content, teaching activities - learning and evaluation components in this model, it is suggested that curriculum planners & practitioners try to use this model in order to improving & correcting insufficient writing in elementary school current & future programs.

The aim of this study was to comparing of effectiveness in computer – based cognitive training, nutritional supplementations intervention and both combined on improvement of Attention and Behavioral symptoms of Attention deficit/ Hyperactivity Disorder ( ADHD). the research method was experimental with pretest- posttest and control group. The statistical population consisted of all primary school girls in districts of Tehran  during the school year 2017-2018 that 66 children ADHD  Were Marked that 52 of them were selected as eligible for the study and  assigned to four experimental and control groups of 13. SNAP-IV and clinical interviews were employed to diagnose ADHD. The Raven intelligence scales was conducted to control of participants intelligence. The participants were matched in age, IQ and gravity of symptoms ADHD.  Data were gathered with strengths and difficulties questionnaire (SDQ) information and continuous performance test (CPT). Data were analyzed using of covariance analysis using spss20. in order to analyze the data the results representing the increased mean improvement in behavioral symptoms and attention score in intervention groups in compare to control group. Although, there was no significant difference in the attention score and the behavioral symptoms between intervention groups.
  The findings showed that the effect of therapeutic interventions on attention and behavioral symptoms was significant. The maximum effect size was observed on  correct response (0.85).

The purpose of this study was to investigate the effect of PEERS program on increasing social and communication skills in adolescent boys with High-functioning Autism (HFA) disorder. The present study is a single- subject design that experimental effects on each participant will be examined. The subjects of this study were 4 boys with HFA that selected by purposeful sampling method. The Social Skills Improvement System(SSIS), The Quality of Play Questionnaire (QPQ-P & A), and Test of Adolescent Social Skills Knowledge (TASSK) were used to assess social and communication skills. The results showed that, according to the comparison scores of the subjects before and after the intervention, PEERS's program has been effective in improving social and communication skills in adolescents with HFA disorder. Considering the importance of social skills in adolescence, PEERS' program can have an effective role to increasing the social and communication skills of adolescents with HFA disorder and their popularity among peers by providing structured, grouped content and company parent in the interventional program.

Considering the role of physical image in the quality of life, the present study aimed to investigate the role of body image in explaining the life satisfaction, life expectancy, and mental health of people with physical and mobility impairment. In this descriptive correlational study, the population comprised all individuals with physical and mobility impairment in Shahrood, Iran, in 2017. A sample of 111 individuals was selected using convenience sampling, and multidimensional questionnaires on the relationship with the body, satisfaction with life, life expectancy, and general health were administered. Correlation analysis showed that body image is directly related to the physical image of individuals with physical and mobility impairment (p≤0.01), and there is a relationship between physical image with life expectancy and mental health in these individuals (p≤0.01). Moreover, it was found that physical image can predict life satisfaction (R2=0.21), life expectancy (R2=0.25), and mental health (R2=0.19). It can be concluded that the physical image of individuals with physical and mobility impairment plays a crucial role in predicting positive psychological variables such as life expectancy, life satisfaction, and mental health.

Learning motor skills by observation has been rarely investigated in mentally retarded children. This study aimed to examine the effects of observing a point-light display on acquiring internal motor representation of sport skills with different task complexity in mentally retarded children.

Twenty mild mentally retarded and 20 healthy children performed photo arranging tests of a Basketball free throw and a Baseball-pitch, before and after observing the point-light model. Number of correctly arranged photos and time took the children performed the test were measured as dependent variables.

The results showed that from pretest to posttest the mentally retarded children improved significantly their performances in Basketball free throw, but not in Baseball-pitch. Moreover, healthy children performed better than mentally retarded children in Basketball free-throw, but not in Baseball-pitch. Conclusion: The findings are discussed in terms of the ability of mentally retarded children to learn motor skills by observation and the role of task complexity.

 the aim of this study was to study the effect of Spark and traditional games on motor proficiency and social growth in children with Developmental Coordination Disorder (DCD). 

 This quasi-experimental study, 1288 Piranshahr primary school students were screened using the parent Developmental Coordination Disorder list  and teachers log Saw motor that 36 children with DCD boys and girls (7 to 10 years) were divided randomly into three groups with 12 participant (one control and two experimental groups). The experimental groups exercised for four sessions per week for 4 weeks (Spark and traditional games). The measurement tools were Brvnynkz- Oseretsky motor proficiency test (BOTMP), the Wechsler test and Vineland Social Maturity Scale (Vineland), respectively. The depended t test and analysis of variance were used. 

 The results showed that both groups Spark program and traditional games in motor proficiency had a significant difference between pre and posttest. Also the Tuky test showed that the Spark program and traditional games had a significant difference with control group. So that the Spark program had a greater impact on improving motor proficiency and traditional games had a greater impact on improving the social development. 

 This finding emphasized that the Spark program and traditional games, can improve motor proficiency and social development of children with developmental coordination disorder.

The aim of the present study was to investigate the effectiveness of differential reinforcement of incompatible behaviors in reduction of hyperactive behaviors in four students (two boys and two girls) with intellectual disability in a special school setting in Birjand, Iran.

The research design was quasi-experimental with single subject and reversal design A-B-A-B and the sample was selected by random sampling method. In this design nine target behaviors have been observed in frequent sessions baseline, treatment intervention and follow up phases and recorded percent of behaviors and charts and visual analysis have been used for data analysis.

The results of the study showed that all target behaviors (hyperactivity behaviors) of the partcipants in intervention and follow up phases were reduced dramatically.

The findings of the study supported the effectiveness of the differential reinforcement of incompatible behaviors as a treatment method in reduction of hyperactive behaviors in students with intellectual disability.

The present study aimed to evaluate language learning and (sentence) writing course book and teacher’s guide for hearing-impaired first graders. A retrospective approach to the course materials was applied.

Since a variety of language features and levels are considered, the research seems to share a structuralist point of view for criticizing and analyzing formal and content strengths and limitations of the materials being evaluated as well as the literacy learning and teaching process. With regard to the subject matter and purpose of the study, an evaluation research approach was employed and different quantitative and qualitative (descriptive, focus group and content analysis) research techniques were used. A researcher-made questionnaire for data collection was administered. Smaple groups were selected through a purposive non-random sampling. A group of ten experts in the field of audiology, curriculum planning and assessment from Tehran were responsible to check validity and reliability of the questionnaire; four experienced teachers from Tehran province were involved in the intensive interviewing in the focus group (a descriptive assessment); Eighty-two people from six selected provinces completed a closed-ended questionnaire for textbook and teacher’s guide (at a Likert scale); Twenty people from six selected provinces participated to complete a detailed questionnaire (lesson content analysis), they responded different items and provided their daily teaching reports for selected lessons; Six experts in language teaching, linguistics, audiology, curriculum planning, graphics and editing completed the questionnaire for subject and art experts (annotations); and finally, the researcher completed the documentary survey questionnaire.

The results of quantitative analysis showed a correlation between scores of formal and content attributes by 0.80, which is significant with error probability values less than 0.01. At the end, various responses to the research items are listed as important features for language learning and (sentence) writing, and opinions about content and formal strengths and limitations are summarized and compared with findings of previous studies in the field of evaluation of Farsi teaching materials.