Journal of Exceptional Childre
Year:2004 | Volume:4 | Issue:1-4 (11-14)|Papers Count:6

Visual system obtains immediate and reflective information about the depth, object consistency, clearness, stability and cotor from the environment in case of visual impairment, one has to get part of their needed information through other senses, specially touch and hearing. Visual impairment has effects on social, cognitive, motor, and perceptional development and inter- personal behavior. Regarding the different researches in this field the aim of this study was to compare the development and education of people with visual impairment with that of normal people on discrimination, gross motor development social interaction, daily life skills, orientation and mobility and school readiness and to find out the similarities and differences. The comparison was carried out in 2 parts: The first was the review of different research results on people with visual impairment from birth to school age and the second presents and studies related & different research results of 6-12 age group. Further more, the article discusses needs of children and students with visual impairment and their families and the appropriate interactions with these children in forms of educational recommendations and hypotheses for future research.

The purpose of this research was to examine the attitudes of teachers towards and factors affecting education of exceptional children. Multi-staged cluster sampling was used to select 488, 81 and 116 teachers from regular Special and Integrated schools respectively. By survey Method Two questionnaires of; demographic and allude were prepared in three forms, internal consistency and reliability of the allude questionnaires was measured by test-retest method. Results showed that teachers believe special teaching methods courses are most essential need of teachers of integrated education, and best support for teachers is to limit the number of students in integrated classes Elementary and upper secondary school teachers and those majored in Educational sciences or trained in Integrated Education courses expressed more positive attitudes towards integrated education than lower secondary school teachers and the rest.

The research was to make and standardize an achievement test of writing for first grade elementary school. The test consists of four sub-tests: word writing, sentence writing, picture name writing and picture name writing in the blanks. Based on the test specifications table, the items were selected out of the first grade Farsi test book. The pre-test was run on a sample of 182 students (91 boys and 91 girls) who had covered first grade Results showed that: 1.The distribution of the scores in the sample shows a negative skewness and is longer in comparison with Normal distribution. 2.Internal consistency of subtests 0.85, 0.86, 0.76, 0.54 for word writing. Sentence writing, picture name writing and picture name writing in blanks respectively. Reliability coefficient for the test in the whole sample group was 0.934. 3.The validity of the test was confirmed by correlation coefficient of writing achievement and the Raven intelligence test (r=0.25, P<0.510) with Dictation marks (r= 0.36, P<0.000),and average marks (r=0.287, P<0.000).Correlation coefficient of sub-test with the test total score was meaningful for all (P<0.000),0.921, 0.936, 0.801, and 0.624 for word writing sub-test, sentence writing, picture name writing and picture writing in blanks respectively. 4. F- test by analysis of variance for significance difference between sub-tests scores and total test score within two groups of girls and boys showed that the mean score for girls is higher than boys .

This research tries to evaluate the effect of the dramatic arts in social development of the educable mentally retarded students by adjusted behavior training via puppet shows. Out of 6 special schools, One was selected, and then 70 subjects were divided into two experimental and control groups, by using simple random sampling method. Before any intervention, two groups were tested with children Raven intelligent & Viland social development tests. For experimental group, purposive dramatic activities were done for six weeks; and then, Viland social development test was carried out for both groups. For analysis of the data, t- test was run via SPSS software. All 70 individuals were in 9-12 age group with intelligence 60-74. The t- test did not show a significant difference between the two groups befor intervention, but there was significant difference according to the pretest/post test results on social quotient (P<.01). We concluded that by using of the dramatic arts the educable mentally retarded students would raise their social development, and quality of life.

The aim of this research was to study the congruence of school readiness test with First Step Test (FST) scores. A stratified sample of 110 were selected out of newly entered students in Shahrekord elementary schools in 2001, and their educational achievement and the relation it had with FST scores were examined. The analysis of variance, regression and Pealson correlation showed that FST scores were correlated with School Readiness Test scores. The regression of achievement scores through the three cognitive, lingual and motor scores according to F- test is meaningful. According to the R the common variance for FST and Educational Achievement is 24 percent and higher in lingual side. There is also meaningful correlation between First Step sub-tests, and it also enjoys an internal consistency. Further more, the cognitive skills sub-tests of FST are correlated with reading achievement and lingual skills sub- test with Math achievement meaning filly. The general analysis indicates that FST can differentiate normal, learning delayed and disabled students, and FST is reliable to be used to measure school readiness of children.