2024-03-29T08:30:39+03:30
http://joec.ir/browse.php?mag_id=32&slc_lang=fa&sid=1
32-348
2024-03-29
10.1002
Journal of Exceptional Children
JOEC
1682-6612
0
10.52547/joec
2008
8
3
Facts and Perspectives in Special Education System: A Comparative Look at the Iranian Special Education System and some Developed Countries
Ali Asghar
Kakojoibari
aakj47@yahoo.com
Ahmad
Alipour
Saeeid
Hassanzadeh
Objective: This study has been conducted to identify the status of the Iranian special education system, and providing some comments for performance. Method: This review study has used related sources and documents. For this purpose, the Iranian special education system has been compared in 4 subsystems regarding management, strategic planning, human resource, financial sources and curriculum, were compared with those in Germany, England, USA, Canada, Japan, and France. Results: The findings showed that the Iranian special education system lacks a clear and transparent legislation in supporting inclusive education; yearly national program for students screening (tarh-e sanjesh) is performed with delay. Furthermore, although 53% of the special education teachers hold a bachelor degree in Iran, it is not an obligation for the teachers. Conclusion: Generally, despite some limitations and administrative concentration in the Iranian special education system, providing free education, and predicting insurance and treatment resources endorses a good understanding on social supports.
Iranian special education system
Vision of educational sestem
Inclusive education
2008
12
01
234
241
http://joec.ir/article-1-348-en.pdf
32-343
2024-03-29
10.1002
Journal of Exceptional Children
JOEC
1682-6612
0
10.52547/joec
2008
8
3
The Impact of Early Family-centered Psychological and Educational Interventions on Adaptive Behaviors in Children with Down Syndrome
Salar
Faramarzi
s.faramarzi@Edu.ui.ac.ir
Gholamali
Afrooz
Mokhtar
Malekpour
Objective: The purpose of this study was to examine the impact of early family-centered psychological and educational interventions on adaptive behaviors in Children with Down Syndrome (DS). Method: Utilizing an experimental pretest-posttest control group design, parents of 36 children with DS were selected in Isfahan. Vineland Adaptive Behavior Scale was used to assess adaptive behavior. Result: Covariance analysis revealed a significant difference between the adaptive behavior of children with DS in the two groups. Conclusion: This research stresses that early psychological and educational family-centered interventions have a positive effect on adaptive behaviors in children with DS.
Early Intervention
Family-Centered Early Intervention
Down syndrome
Adaptive Behavior
2008
12
01
257
270
http://joec.ir/article-1-343-en.pdf
32-344
2024-03-29
10.1002
Journal of Exceptional Children
JOEC
1682-6612
0
10.52547/joec
2008
8
3
Working Memory in Children with and without Attention/Deficit Hyperactive Disorder
Marjan
Alirezai Motlagh
Marjan_Alirezai@yahoo.com
Alirezai
Motlagh
Valiollah
Farzad
Objective: The purpose of this research is to compare working memory in children with attention/deficit hyperactive disorder (ADHD) with the normal peers. The participants included 11 boys with and 11 boys without ADHD ageing 6 to 12 years. Method: ADHD was diagnosed utilizing a psychiatric interview, Conners parents rating scale, and CSI-4 inventory. All children were matched in IQ by Raven intelligence test. Kim Carrad visual memory test and story recall test were used to asses working memory. Results: Using t-test for independent groups, significant differences were observed between the performance of ADHD and normal children in Kim Carrad visual memory test and story recall test. Performance of children with ADHD in verbal and visual working memory tests was worse than normal children. In addition, visual processing information in ADHD children was slower than normal children. Conclusion: Weakness in working memory in ADHD children may be related to some deficits in inhibition. This research can support those theories that relate ADHD and working memory.
Attention deficit/hyperactive disorder
ADHD
Working memory
Visual memory
Verbal memory
2008
12
01
271
280
http://joec.ir/article-1-344-en.pdf
32-345
2024-03-29
10.1002
Journal of Exceptional Children
JOEC
1682-6612
0
10.52547/joec
2008
8
3
The Impact of Narrative Therapy on Amelioration of Anxiety Disorder Symptoms in Forth Grade Students
Masoumeh
Yoosefi Looyeh
Ali
Delavar
Majid
Yoosefi Looyeh
m-usefi@iauctb.ac.ir
Objective: The purpose of this research was to study the effect of narrative therapy on anxiety and comorbid disorders in children. Method: Utilizing a semi-experimental design, 14 forth grade female students with anxiety disorders were randomly assigned into two groups. All participants were evaluated by CSI-4. Then, the narrative therapy was administered in 14 sessions (90 minutes, two times in a week) for the experimental group. Results: Narrative therapy could significantly ameliorate anxiety and comorbid disorders in all subjects. Conclusion: Narrative therapy could be applied as a therapeutic method to reduce the problems existing in anxiety disorder.
Narrative Therapy
Childhood Anxiety Disorder
Symptoms
2008
12
01
281
294
http://joec.ir/article-1-345-en.pdf
32-342
2024-03-29
10.1002
Journal of Exceptional Children
JOEC
1682-6612
0
10.52547/joec
2008
8
3
A Comparative Study on Itinerant and Regular Teachers’ Attitudes of Partially Hearing Impaired Students toward the Efficacy of Integrated Education Programs
Ahmad
Beh-Pajooh
behpajooh@ut.ac.ir
Keyvan
Kakabaraee
Mohsen
Shokohi-Yekta
Masoud
G.Lavasani
Objective: The purpose of the present study was to compare the attitudes of itinerant and regular teachers of partially hearing impaired (PHI) male students toward the efficacy of integrated education programs in elementary schools in Tehran. Method: The participants were sixty itinerant teachers and sixty regular teachers. They completed a 40 item Likert type scale of attitudes toward the efficacy of integrated education programs which developed by the researchers. The research design was ex post facto and the subjects were randomly selected, utilizing multistage sampling method. The reliability of the instrument utilizing Cronbach alpha procedure was 0.94. Results: The data analysis through t-test and multiple regression showed that two mean scores of the regular teachers and itinerant teachers toward the efficacy of integrated programs were significantly different. However, the results of multiple regression revealed that non of the predictive variables such as sex, age, teaching experience, grade teaching and the number of PHI students could predict teachers’ attitudes toward such programs. Conclusion: Since the attitudes of regular teachers of PHI students toward their educational integration were negative, this study concludes that in order to make integrated education programs more effective and successful, it is essential to administer more in-service training and attitude modification programs for them.
Regular Teachers
Itinerant Teachers
Integrated Education Programs Attitudes
Partially Hearing Impaired Students
2008
12
01
295
306
http://joec.ir/article-1-342-en.pdf
32-346
2024-03-29
10.1002
Journal of Exceptional Children
JOEC
1682-6612
0
10.52547/joec
2008
8
3
The Impact of Musical Activities on Short Term Memory in Students with Mental Retardation
fhadavandkhani@yahoo.com
Seyed Mahmood
Mirzamani
Objective: This study investigates the impact of musical activities on short-term memory in students with mental retardation. Method: In this experimental research, 26 fourth and fifth graded female students ageing from 12 to 19 years old (14.65± 1.67), educating in an exceptional children school in Shahr-e Rey, were assigned in two matched group. Then musical activities intervention including music and rhythmic movements were executed for the experimental group for 15 weeks and twice in a week. During this period the control group received routine educational program. Before and after intervention, the two groups short-term memory was assessed by digit span subscale of Wechsler. Results: t-test analysis showed that there is significant difference between mean difference of pretest and posttest scores of two groups (t = 4.233, P<0.0001). This means that the performance of experimental group was better than control group in posttest. Conclusion: This confirms that musical activities can enhance short-term memory in students with mental retardation.
Mental retardation
Musical activities
Short term memory
2008
12
01
307
316
http://joec.ir/article-1-346-en.pdf
32-347
2024-03-29
10.1002
Journal of Exceptional Children
JOEC
1682-6612
0
10.52547/joec
2008
8
3
Emotional Intelligence and Self-concept in Ordinary and Gifted Students
Seifullah
Aghajani
Mohammad
Narimani
narimani@uma.ac.ir
Maryam
Asiaei
Objective: This study investigates emotional intelligence and self-concept in ordinary and gifted students. Method: 400 students (200 ordinary and 200 gifted boys and girls) were randomly recruited. Rogers Self- concept Scale, Shoot Emotional Intelligence Questionnaire of et al., and A form of Cattle Intelligence Test were used to collect the data. Results: Data analysis revealed a negative correlation between emotional intelligence and Self- concept. No significant correlation was observed between emotional intelligence and intelligence quotient (IQ) (p<0/05). Furthermore, results indicated that there is a significant difference between male and female students in emotional intelligence and IQ (p<0/05). Conclusion: There are a number of implications for future research and educational interventions for these students
Gifted
Emotional intelligence
Self-concept
2008
12
01
317
323
http://joec.ir/article-1-347-en.pdf