Journal of Exceptional Childre
Year:2006 | Volume:5 | Issue:4 (18)|Papers Count:8

The purpose of this study was twofold: (a) fitness test of phonological processing model in normal and dyslexic monolingual students, (b) model comparison across research groups. Two hundred and seventy six 8-10 years old student from Tehran city participated in study (138 subjects in each group). Structural equation modeling was used to fit model and to contrast groups and models of relations phonological processing skills to reading with IQ gender controlled. Phonological awareness, phonological working memory, rapid automatized naming (phonological retrieval), and reading tests was administered. Results showed that: 1-The best-fitting model is one in which the monolingual dyslexics. Normal subjects' model has good fitness. 2-Normal subjects perform significantly better than dislexics on phonological processing tasks. 3-Normal subjects outperform in reading than dyslexics. 4-Reading correctness significantly determine rapidness.      

The purpose of present study was estimation of prevalence of learning disabilities (LD) in Iranian primary students. There are a few of studies that estimated prevalence of LD in different areas of Iran. So the current study intended to estimate LD Prevalence rate from administered studies thorough country. Also the study indicated difference rate in males and females. seven studies was identified from different databases include Irandoc and journals, but the author did not access some studies. The author accessed four big sample size studies that were included in metaanalysis. The meta-analysis showed that overall LD prevalence was %8.81 among both males and females. The results after sensitivity analysis indicated overall LD prevalence about %6.02, 6 and 4.56 percent for males and females in order. The prevalence rates that estimated from statistics of learning disorders centers in 2000-2001 and 2001-2002 school years by the author were 3.19 and 3.7 percent in order. By including prevalence rates of learning disorders centers in meta- analysis, general prevalence rate was obtained %4.58. The meta-analysis of sex effect on prevalence rates indicated that males 1.1-2.2 percent more than females affected by LD. The Prevalence rates of Kordestan and Ardebil provinces have some implications for the effect of bilingualism on LD diagnostic assessments.    

The aim of the present research was to investigate the effect of teaching social skills on increasing of self- confidence in blind- girls Narjes High school. The method of research was pre- experimental design and without control group. Statistical population of research consisted of fifty one students who were studying in Narjes High school in year 1381 in the beginning: all of students replied to I sing self-confidence test, then self- confidence mean of students (18/01) were determined by regarding the self- confidence mean in I sing test (15) and self- confidence mean of students (18/01) some students were selected whose marks of self- confidence were(0/5) lower than standard deviation. According, twelve students who were qualified in ten 90 minute sessions social skills consisted of: interpersonal relationship- questioning - explaining-listening self- disclosure and assertiveness. After finish sessions, subjects again replied to the I sing self- confidence test statistical method for data analysis, was student (t-test) for development groups. The result revealed that social teaching had been effective on increasing self-confidence of blind- girls.    

The purpose of this research was to investigate the relation some of factors with attitude of teachers that teaching to slow learner students in regular schools.154 available teachers in Tehran was used (141 female, 13 male).by correlation method questionnaire of: assessing attitude were prepared. Results showed that 41.6 % of regular teachers have negative attitude to integrated settings for slow learner children. Correlation coefficient of teaching records and teachers level of literacy with their attitude towards integrated education for slow learner students was not significant. Logistic regression showed that correlation coefficient of teachers attitude to accordance amount academic books content with mental conditions in slow learner students and teachers attitude to their relationship problems with teachers attitudes toward integrated education were significant. So logistic regression showed that relation of others variables with teachers attitude was not significant.    

Dyspraxia is a condition which has received attention in understanding a variety of difficulties in learning exhibited by children. This paper presents an exploration of dyspraxia and dyspraxic children. The spectrum of this difficulties exhibited by dyspraxic children is very wide, from difficulties in walking over a straight line to reading-writing difficulties. This paper focuses on dyspraxia and dyspraxic children. Dyspraxic children can become disadvantaged. Specifically, the general policy in identifying their needs and supporting them are necessary for an appropriate intervention. Dyspraxic children are clearly having special educational needs along other children with special educational needs such as dyslexia, autism, etc. Dyspraxic children do not morally or legally receive enough attention mainly because they do not look different from their normal peers. This is why dyspraxia is usually addressed as a hidden handicap. It is not sufficient to make sure that there will be enough funding to support pupils with Special Educational Needs, it is also necessary to ensure that all the relevant pupils to be recognized as children with Special Educational Needs and receive the appropriate support and intervention within the educational system.        

The study aimed at achieving the extent of prevalence of special learning failures and its related factors among elementary students of Ardebil province. Research method is causal-comparative. The statistical population of the present study comprises students who are studying at third, fourth, and fifth elementary school. About 1440 students were selected by multi-stage cluster sampling method. Using a checklist of the characteristics of the children with dysraphia, dyscalculia, and Dyslexia, which was in the hands of teachers and analyzing the students' spelling, composition, and mathematics notebooks, the children with special learning failures were recognized. So the extent of prevalence of these learning failures was %13. At the second stage of this study, 48 students (%50 girls and %50 boys) were selected randomly. Also 48 normal students were selected randomly among their classmates. Both two groups responded to the following tests: Wepman auditory diagnostic test, Raven's intelligence test, Wechsler memory test, Marian Frastick test, reading, spelling, and mathematics tests, and researcher-made test. Also from the point of the teachers, Roter's behavioral problems test was carried out for two groups of students. It should not be ignored that using causal-comparative was because of the nature of study. The trained testers in the students' school collected data individually. The results show that %13 of students who are studying at third, fourth, and fifth elementary in urban schools of Ardebil have special learning failures and among the factors related with this failure it can be point to recalling failure, little use of repetition and exercising, vision memory faint, mental control faint, and faint in auditory diagnostic. Also in comparison with the normal students they had greater behavioral problems and fainter motor visual perception.