Journal of Exceptional Childre
Year:2006 | Volume:6 | Issue:3 (21)|Papers Count:5

Objective: To study the effect of computer-assisted instructional software on counting, addition and subtraction learning for students with learning disability. Method: 20 students with dysca1culia (7-8 years old) were randomly selected and matched into a quasi-experimental control group design. Results: The results of Iranian version of Key Math test (Mohamad Esmaeel and Hooman, 2002) scores of the two groups by t-test showed that: application of the designed instructional software has a significant effect on counting, addition and subtraction learning for students with dyscalculia. Conclusion: This software can be considered as an appropriate means for teaching arithmetic operations to these students.

Objective: This study was set to investigate the phonological processing model in Azari-Farsi bilingual students with and without dyslexia.Method: 276 students (8-10 years old) from Tabris's primary schools were recruited. Phonological awareness, phonological working memory, rapid automatic naming and reading tests were administered. Results: Results showed that students with dyslexia have a poor and the students without dyslexia have a good fitness. Conclusion: This study concludes that the phonological processing model has a better fitness for the normal bilingual students.

Objective: This study tested the fit of the Teacher's Report Form (TRF) syndrome structure in a sample of non-referred students. Method: This research used some part of the Minaee's study (1384 - 2005) data. 693 male and 588 female students had been randomly selected from primary, secondary and high schools in Tehran. A correlated 8-syndrome model was tested via confirmatory factor analysis of the TRF ratings of 1281 students from Tehran.Results: The results supported the fit of the 8-syndrome model for Farsi-Speaking students.Conclusion: Accordingly, we can conclude that Factor Analysis of Teacher's Report Form is a reliable instrument to evaluate 8 types of behavioral and emotional disorders in Tehran.

Objective: This study was conducted to compare personality characteristics and attachment style in mothers of the autistic children and mothers of the normal children. Method: 28 mothers of the autistic children and 30 mothers of the normal children were selected, and assessed by Eysenck Personality Inventory and Attachment Style Inventory, and the researchers Personal History Inventory. The data were analyzed by chi-square test, MANOV A, ANOV A and Discriminant analysis. Results: The results showed a significant difference in Neuroticism versus Emotional stability. No significant differences were observed between two groups in Introversion versus Extroversion, and psychoticism versus tension control aspects. The results showed that mothers of autistic children could be set in the Neurotic group, while mothers of normal children were almost in Emotional stable group. For the attachment style the results show no difference between the two groups. Based on analysis of personal History Inventory, we found seven differentiate variables between autistic children and normal children. Conclusion: These findings stress that personality characteristics of the mothers of autistic children should be considered in mother and child psychotherapy.

Objective: The purpose of this study was to investigate types of Braille spelling errors in primary school students with visually impairment in Isfahan and Tehran. Method: 106 students with visual impairment who were studying using Braille were selected through judgment selection. 5 texts were selected from the students Farsi books to evaluate the errors. Results: On the basis of the analysis, the errors were classified in ten types. Results indicate that the first-type-error was the most prevalent in all grades. No significant difference was found for the errors regarding the grades and the gender. Conclusion: Some useful strategies must be used for teaching Braille spelling in primary schools.