Background and Purpose: The prevalence of mental disorders plays an important role in identifying the state of mental health of the community and estimate the required facilities at any time. Therefore, the purpose of this study was to investigate the prevalence of psychological disorders in caregivers of children with Intellectual disabilities and motor disabilities in Hamadan.Method: The research was descriptive and cross-sectional survey. The statistical population consisted of all mothers of children with disabilities who were admitted to welfare centers and clinics of Hamedan in 2016. Of these families, 37 mothers with children with Intellectual disability and 37 mothers with children with motor disability were selected as the sample group. SCL-90-R (1976) was used to collect of data. For analyze the data, MANOVA test was used.Results: The results of this study showed that the most common psychological disorders in caregivers of children with Intellectual disability were aggression (hostility), hypersensitivity to interpersonal relationships, anxiety and depression, and in caregivers of children with motor disabilities were physical complaints, sensitivity to interpersonal relationships, paranoid thoughts and anxiety.Conclusion: According to the findings of this research, it can be concluded that caregivers of children with special needs in terms of mental health are not in a favorable situation, which is due to the lack of proper adaptation with the disability of their child and the failure to meet their needs.

Aims: This research investigates how therapeutic communication, supported by teacher-parent collaboration, enhances the social, emotional, and academic development of children with Intellectual disabilities at SLB Bina Siwi, Indonesia. Participants & Methods: A qualitative approach was used, with purposive sampling selecting 5 teachers from a total of 11 and 3 parents from 5. Criteria for selecting teachers included a minimum of three years of experience and diverse educational backgrounds. Data were gathered through in-depth interviews and a 3-month observation period. Snowball sampling was employed to ensure data saturation and capture diverse perspectives. Findings: The study found that therapeutic communication plays a core role in improving the social and emotional development of children with Intellectual disabilities. Teachers using empathetic and adaptive communication observed increased engagement among students. Parents who actively collaborated with teachers reported improved confidence in supporting their children’s education at home, which further aids children’s adaptation to challenges in both environments. Conclusion: Therapeutic communication is crucial in educating children with Intellectual disabilities, with strong teacher-parent collaboration being key to its success.

Purpose: Obstacle crossing requires different spatial and temporal adaptations than normal walking. This study focused on exploring spatiotemporal gait parameters and their variability during obstacle navigation in children with Intellectual disabilities (ID) compared to their typical development (TD) counterparts. Methods: This descriptive cross-sectional study included 16 girls with ID and 17 girls with TD aged 8-13 years. Spatial and temporal characteristics, and gait variability were assessed using motion analysis cameras and two force plates. A three-way analysis of variance (ANOVA) was used to analyze the gait variables in normal walking and obstacle-crossing conditions. Results: The analysis revealed no statistically significant differences in spatiotemporal gait parameters between the groups (P>0.05). Obstacle crossing in both groups resulted in a decrease in double support time and shortening of the stance phase in the trailing leg (P<0.05). The variability in most spatial and temporal parameters was significantly higher in the ID group compared to the TD group (P<0.05). Conclusion: In light of the study’s results, the similarity in most spatial-temporal gait parameters, along with increased step-to-step variability among individuals with ID compared to their typically developing counterparts, indicates an appropriate strategy for these individuals to adapt to environmental changes, such as obstacle crossing. However, in the ID group, the trailing leg during obstacle crossing had lower speed and higher variability, indicating reduced motor control and adaptability of this leg, and consequently, an increased risk of collision with obstacles.

The objective of this study was to explore the experiences and perceptions of community integration and social participation among adults with Intellectual disabilities (ID). This qualitative research employed semi-structured interviews to gather in-depth data from 27 adults with Intellectual disabilities. Participants were recruited through purposive sampling from various community centers, support groups, and social service organizations. Data were collected until theoretical saturation was achieved. Thematic analysis was used to analyze the transcribed interviews, identifying key themes and subthemes that captured the essence of the participants' experiences and perceptions. The study identified four main themes: experiences of community integration, types of social activities, perceived benefits and challenges, and influencing factors. Participants reported a strong sense of belonging and personal growth through community activities, despite facing barriers such as stigma, accessibility issues, and financial constraints. Support systems, including family, professionals, and peer networks, played a crucial role in facilitating participation. Recreational, cultural, and educational activities, as well as volunteering, provided significant physical, emotional, and social benefits. Technological advancements, inclusive policies, and personal resilience were identified as critical factors influencing community integration. The findings highlight the importance of enhancing accessibility, support systems, and inclusive policies to promote community integration and social participation for adults with Intellectual disabilities. Addressing the identified barriers and leveraging facilitators can improve their quality of life and well-being. Future research should employ mixed-methods approaches, include longitudinal studies, and consider the perspectives of family members, caregivers, and professionals to provide a more comprehensive understanding of the factors influencing community participation.