2024-03-28T15:10:44+03:30 http://joec.ir/browse.php?mag_id=36&slc_lang=fa&sid=1
36-373 2024-03-28 10.1002
Journal of Exceptional Children JOEC 1682-6612 0 10.52547/joec 2007 7 3 The Effect of a Preparatory Program on the Acceptance of Normal Students toward Students with Physical Disability in Inclusive and Normal Schools Narges Adibsereshki v.adib@uswr.ac.ir Masoumeh Pour Mohammad Rezay Tajrish Seyed-Mahmoud Mirzamani Bafghi Objective: The purpose of this study is to investigate the effectiveness of a preparatory program on the acceptance of students with physical disability by their peers in inclusive and normal schools in Tehran. Method: 435 subjects were selected randomly from 3rd to 5th grades in inclusive and normal schools and were placed into experimental and control groups by random. Acceptance Scale (form 2) developed by Voeltz (1980) was utilized to as the research instrument. Results: The acceptance of two groups were collected before and after the treatment (applying preparing program) and the data were analyzed by t-test for independent groups and two-way ANOVA. The results showed that acceptance of experimental group in both inclusive and normal schools was enhanced. Regarding to the school type, no significant difference was observed between experimental groups. Conclusion: Preparatory programs can be helpful to increase students acceptance toward students with physical disabilities. Students with physical disability acceptance inclusive and normal schools 2007 12 01 247 264 http://joec.ir/article-1-373-en.pdf
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Journal of Exceptional Children JOEC 1682-6612 0 10.52547/joec 2007 7 3 Psychometrics of Preschool Achievement Checklist in Approaches to Learning Domain Hojjat A. Ragheb haragheb@hotmail.com Objective: This study investigates the psychometrics of school readiness checklist for preschool children in approaches to learning domain. Method: The checklist was run on a sample of 1193 preschool girls and boys (1022 normal and 171 with mental retardation) who had been recruited on the basis of random cluster sampling. Then the checklist administered for them. Results: Reliability coefficients by internal consistency (Cronbach’s Alpha) of subtests are 0.96, 0.95, 0.95, 0.96, 0.95 respectively for first to fifth subtest. In the differential validity there is meaningful differences between mean marks for normal and mental retarded preschool students (p<0.001). Conclusion: The results showed that reliability and validity of all subtests were high and they could be used to assess achievement readiness of preschool children in approaches to learning domain. School readiness Preschool Reliability Validity Psychometrics 2007 12 01 265 286 http://joec.ir/article-1-374-en.pdf
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Journal of Exceptional Children JOEC 1682-6612 0 10.52547/joec 2007 7 3 Factor Structure of AAMR Adaptive Behavior Scale-Residential and Community: A Secondary Analysis Asghar Minaei as_minaei@yahoo.com Objective: This study examined factor structure of AAMR Adaptive Behavior Scale-Residential and Community: Second Edition (ABS-RC: 2). Method: The present study is a secondary analysis which conducted by using the ABS-RC: 2 normative sample of 4103 examinees above 18 years old with developmental disabilities residing in the community (e.g., at home with parents, in community–based residence of 16 or less) or in residential facilities. The correlation matrix for the 18 domains of ABS-RC: 2 obtained from Nihira, Leland, and Lambert (1993, p. 40). Results: The results from combined and separate analyses of domains of ABS-RC: 2 showed that the domains of the scale loads on two major components/factors (personal independence and social behavior). Conclusion: Interpretation of the ABS-RC: 2 scores should focus on its two major conceptual components (personal independence and social behavior) rather than the five factors and 18 domains endorsed by its authors. Adaptive Behavior Scale exploratory factor analysis factor structure secondary analysis 2007 12 01 287 298 http://joec.ir/article-1-375-en.pdf
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Journal of Exceptional Children JOEC 1682-6612 0 10.52547/joec 2007 7 3 Relationship among Assertiveness, Self–esteem and Academic Achievement in Gifted and Regular School Students Bagher Ghobari Bonab bghobari@ut.ac.ir Masoud Hejazi Objective: The aim of current investigation was studying the relationship among assertiveness, self- esteem, and academic achievement in gifted and regular school students. Comparing regular school students and gifted students in these variables also were studied. Method: In this study expos facto (causal-comparative) design was utilized. sixty gifted students (30 girls, and 30 boys) and sixty regular school students (30 girls, and 30 boys) were randomly selected. Assertiveness Scale of Gambrille and Richey, Self–esteem inventory of Coopersmith and the students Grade point average in the last year were used. Results: Analysis of data with utilization of MANOVA, Pearson's correlation coefficient, and Multiple Regression analysis showed that gifted Students were superior in all three measures of assertiveness, self–esteem, and academic achievement. However, there were no difference in terms of these variables in males and females. There was a positive relationship among the three variables in regular school students. In gifted students, a positive significant correlation was observed only between assertiveness and self–esteem. In addition, assertiveness and self–esteem significantly predicted academic achievements of regular school students. Conclusion: The results of this study have been discussed and suggestions for future studies have been given. Assertiveness self –esteem academic achievement gifted and regular school students 2007 12 01 299 316 http://joec.ir/article-1-376-en.pdf
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Journal of Exceptional Children JOEC 1682-6612 0 10.52547/joec 2007 7 3 Relationships between Self-actualization, Life satisfaction, and Need for Cognition among Students of Special Middle Schools for Talented Students Ameneh Shahaeian ameneh.shahaeian@gmail.com Farideh Yousefi Objective: The aim of this study was to investigate the relationship between self-actualization (SA), life satisfaction (LS), and need for cognition (NC), and to study the effects of gender and class on these factors. Method: 512 students recruited from special middle schools for talented students in Shiraz. Students completed the questionnaires in their regular classes. Scales used in current study were the Ahvaz Self Actualization Inventory (ASAI), Multidimensional Students Life Satisfaction Scale (MSLSS), and Need for Cognition Scale (NCS). Results: Pearson correlation analysis manifested that there exists significant relationships between SA, LS, and NC. Furthermore, MANOVA analysis revealed that the effect of class on self actualization and life satisfaction was significant. Also the effect of sex and the interaction effect of class and sex were not significant. Conclusion: This study helps to get a better understanding on self-actualization and need for cognition among students of special middle schools for talented students. Self-actualization life-satisfaction need for cognition talented students 2007 12 01 317 336 http://joec.ir/article-1-377-en.pdf
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Journal of Exceptional Children JOEC 1682-6612 0 10.52547/joec 2007 7 3 Dyslexia: A Review Study on Recent Researches Mohammad Ahmad Panah m1_ ahmad 2000@yahoo.Com Parakash Pakadannaya  Objective: This study reviewed researches recently conducted on Dyslexia. Method: Studies were reviewed that had investigated the different dimensions of dyslexia. Results: These studies suggest that dyslexia is a specific learning disorder characterizing: deficits in word decoding, weak ability in fluency, spelling and representation. Unlike language which has simultaneous growth and evolution, and it is achieved in the developmental process, reading skills are acquired in higher ages and through educational interference. In this complex cognitive process, different skills involve simultaneously like: conception and discrimination of letters and sounds, correspondence between letter and sounds, labeling and depicting them, comprehension of groups of words in a sentence form, memory, movement, audio-visual factors which are all component parts of this process. Although many researchers have linked this disorder to low phonological awareness, and its related factors, studies have been done for discovering the neurons and biological origins of the disorder and they have led to remarkable results. This paper endeavors to study researches and results in each case by taking in to account different dimensions of dyslexia. Conclusion: Dyslexia has become a fertile ground for interdisciplinary studies and a model for elucidating biological, educational and socio-cultural factors of brain/cognition interactions. Dyslexia reading skills phonological awareness decoding fluency 2007 12 01 337 352 http://joec.ir/article-1-378-en.pdf