نشریه تعلیم و تربیت استثنایی
سال بیست و چهارم شماره 181 (امرداد و شهریور 1403)

Leisure time for children and adolescents with intellectual disability has different dimensions and is of particular importance. Leisure time is a subset of adaptive behaviors and is defined as the time spent in favorite activities and recreations that are created by the individual or others and includes his personal preferences, options and interests. This research was conducted with the aim of investigating leisure time programs for people with mental disability, emphasizing the necessity of programs, the theoretical foundations of each program, classification of leisure and fun activities, prioritization of activities in line with the development of leisure time programs, and the applications of leisure time programs.

The method of the present research was descriptive and narrative review type. Articles and books available in reliable scientific databases such as Elsevier, PubMed, Springer, Science Direct and Google Scholar from 2002 to 2024 have been used to collect information.

Active participation in leisure programs strengthens self-confidence, mental vitality and sensory-motor skills of children and adolescents with intellectual disability and reduces their challenging behaviors. In general, leisure time components include fun games, walking, gardening, participation in family events, participation in religious activities, participation in associations and clubs, participation in sports activities, academic training, and travel. There are many examples of fun activities for the leisure time of people with intellectual disability, which are usually divided into activities in organized groups, activities in informal groups, and informal individual activities. Children and adolescents with intellectual disability learn to make more rational decisions, think creatively and critically, and increase their sense of responsibility through the training of the leisure program.

Dyslexia, also known as reading disorder, is a type of learning disorder in which a person has difficulty reading despite normal intelligence. The purpose of this research was the effectiveness of education based on successful intelligence on academic resilience and academic vitality of male students with dyslexia in Birjand city.

The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included all the male students of the sixth grade with dyslexia in Birjand city in the academic year of 2022-2023. Among the statistical population, 24 students with dyslexia were selected by available sampling and all of them were randomly selected in the form of two experimental groups (12 people) and control groups (12 people). The experimental group underwent successful intelligence training for 12 sessions of 60 minutes. The data collection tool included Samuels' academic resilience questionnaire (2004) and Hossein Chari and Dehghanizadeh's questionnaire (2013). In order to analyze the research findings, univariate and multivariate covariance analysis was used.

The results of the analysis of the research findings showed that intelligence-based education is effective in strengthening academic resilience and academic vitality of students with dyslexia (p<0.01).

According to the results of this research, it is suggested that education based on successful intelligence be used to improve and strengthen academic variables such as: academic resilience and academic vitality in students with learning disabilities.

Information and communication technology plays an important role in advancing educational goals, this is important for hearing impaired students to advance educational goals, so the purpose of the current research is the indicators and components of the use of Information and communication technology in the program. A lesson for students with hearing impairment.

The approach of the current research is qualitative and its method is synthesis research. Research community 186 articles on the indicators and components of the use of Fava in the curriculum of students with hearing impairment have been presented in specialized and scientific databases. The sample of the research is 36 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in the method of categorization based on Roberts' synthesis research model. In order to check the validity of the findings, the recoding of the findings was used based on the Scott method (2012) and the agreement coefficient between the evaluators was calculated to be 79%.

After examining and analyzing the data, components and indicators of the curriculum model based on well-being in 6 dimensions, 25 axes and 85 categories, including the goals of using Information and Communication Technology in the curriculum of deaf and hard of hearing children, Functional principles of Information and Communication Technology, methods, fields of Information and Communication Technology application, features of the program and challenges were organized.

Based on the findings, it can be concluded that in order to use Fava for learners with hearing impairment, attention should be paid to individual, organizational and program dimensions.

The present study was to investigate the role of positive influence of the child on the family in the relationship between psychological acceptance and acceptance of the mentally retarded child.

This research was descriptive-correlation and structural equation modeling. The statistical population of this research was all mothers with mentally retarded children living in Isfahan city in 2019, and 200 people were selected through convenience sampling based on number of samples to number of independent variables. The data gathered using Kansas inventory of parental perceptions (Behr, Murphy, and Summers, 1992), life transition scale (Lee, Hong, and Ju, 2012), and Acceptance and action Questionnaire-II (Bond, Hayes, and Zettel, 2011) and analyzed by correlation analysis and structural equations analysis using SMART_PLS3 software.

The results of the research showed that psychological acceptance both directly and through the positive effect of the child on the family has a significant positive effect on the acceptance of mentally retarded children (P<0.05). Also, the positive effect of the child on the family has a significant positive relationship with the acceptance of the mentally retarded child (P<0.05).

Based on the findings of the research, it can be said that educators of childcare centers for mentally retarded children should help children's acceptance by holding meetings for parents in order to increase psychological acceptance.

The aim of this study was to compare emotional regulation, decision-making styles and cognitive processing in children with oppositional defiant disorder and normal children.

The research method was descriptive causal-comparative. The statistical population included all normal students and children with oppositional defiant disorder in primary school in Minoodasht city in the academic year of 2018-19. Children with oppositional defiant disorder were selected using the cluster random sampling method and normal children with the available method. For data collecting, oppositional defiant disorder rating scale for children, the Grass & John's Emotion Regulation Questionnaire, Scott and Bruce's decision-making styles, and the Schoenberg and Skilder information processing questionnaire were used.

The results of the multivariate analysis of variance showed that the average reappraisal of normal children was higher than that of children with oppositional defiant disorder, and the mean repression of children with oppositional defiant disorder was higher than that of normal children. In avoidant, dependent, and instantaneous decision-making styles, the mean of children with oppositional defiant disorder was higher than in normal children, and the average of normal children in intuitive and logical styles was higher. The mean components of cognitive processing, including critical reading, primary tissue, and the structure of normal children, were higher than those of children with oppositional defiant disorder.

Therefore, it can be concluded that the nature of the disorder in children with oppositional defiant disorder causes them to be weaker in emotional regulation, decision-making styles, and cognitive processing than their normal peers.

one of the common problems of children with autism spectrum disorder is aggression; Aggression in children with autism spectrum disorder can cause serious harm to the person and those around him; The present study was conducted with the aim of comparing floor time play therapy and story therapy on the aggression of children with autism spectrum disorder.

The current research was a semi-experimental research with a pre-test-post-test design and control group. The statistical population included all students from 7 to 12 years of age studying in the school for children with autism spectrum disorder in Ranieh city in 2022-2023, from which 45 people were selected by purposive sampling and divided into two experimental groups and one control group (in each group 15 people) were randomly assigned. The tools used in the research were Shahim's aggression questionnaire (2015), Davis' floor time play therapy (2016) and Gary's story therapy (2015); First, the pre-test was administered in the form of a parent questionnaire for all three groups, then the two experimental groups were subjected to intervention (one group in the form of play therapy and the other group in the form of story therapy); According to the conditions of children with autism spectrum disorder, the intervention was implemented individually and after the intervention, the post-test was implemented on all three groups. The research hypothesis was analyzed in SPSS software version 27 using multivariate covariance analysis.

The results of the covariance analysis test showed that both play therapy and story therapy interventions had a significant effect on the aggression of children with autism spectrum disorder (p<0.05), but only in the effectiveness of the two intervention methods of flower time play therapy and story therapy in the aggression component. A significant difference relationship was observed (p<0.05). The results of the analysis of covariance showed that the level of significance in the relational aggression component was less than 0.05, which indicated that there was a significant difference in the effectiveness of two methods of play therapy, floor time and story therapy, on the scale of relational aggression (p<0.05). There was no difference between the effectiveness of the two groups in the total score of aggression and other components (p<0.05). Examining the effect size showed that the biggest difference was observed in the relational aggression component with a coefficient of 0.287.

According to the results of the present study, both floor time play therapy and story therapy interventions have an effect on reducing aggression. Therefore, it is suggested that Floor time play therapy as a new strategy and story therapy as a complementary approach should be taught to the therapists of children with autism spectrum disorder so that these therapists can use these strategies in their interventions.