Children with cognitive disability have a poor performance in all of the visual – motor tests. Therefore, diagnosis and rehabilitation of these learning disabilities seem necessary. The purpose of the present study was to construct and normalize a learning disability test for pre-school students. A researcher-made visual-spatial test was devised consisting of seven sections (symbolization, space status, visual distinction, visual argumentation, visual memory sequence, maze, and rotational form) whose content validity was confirmed by psychology professors and then was performed on a sample of 206 preschool students. The questions were analyzed, and their validity, reliability and cut point were determined. This test showed an acceptable reliability. Then, to determine the construct validity and components of the tests, Varimax normalized method was used. Conformity factor analysis was also used to determine the validity of the factors which confirmed that the structure of questionnaire had an acceptable fitness to the data. Independent t-test demonstrated that there is a significant difference between the average scores of the normal students and those with learning disability. To investigate convergent validity, we used learning disability checklist that was simultaneously completed by the mothers. The results of Chi-Squared test demonstrated that there is a significant relationship between these two variables: the completed checklist by mothers and completed learning disability test by children. Considering the acceptable reliability and validity of the tests, it can be a tool to be used by learning disorders and counseling centers.

Introduction: To compare some characteristics of social problem solving skills between normal schoolchildren and children with learning disabilities in the city of Tehran.Method: Sixty primary school children (30 normal students and 30 students with learning dis ability) from third, fourth, and fifth grades were assessed. The group with learning disabilities was selected using convenience sampling and the normal group was selected using randomized clustering method. The samples were matched for age, gender, grade, and IQ. The data were gathered using interviews with teachers, school and clinic files, Raven’s progressive Matrices, and the Test of Ambiguous Provocation Situations via individual interviews. Data were analyzed using independent t-test and x2 test.Results: The two groups showed significant difference regarding problem-solving goal, un-pleasant feelings toward peers, and self-efficacy in maintaining an assertive reputation.Conclusion: The findings showed that children with learning disabilities do not follow sociability goals such as problem solving in social problem-solving situations. Their social goals and self- efficacy perceptions usually end in withdrawal or aggressive responses.

The aim of the study was to examine the effectiveness of learning disability centers in improving learning disorder symptoms, and to identify their strenghts and weaknesses. From among all students referring to centers for specific learning difficulties in Ardabil province during the 2011 academic year, a sample of 248 students diagnosed with learning disorder was selected using a method of stratified sampling, and all the relevant case experts (25 individuals), teachers (100 individuals), and parents (124 individuals) responded to the survey. Within an experimental method using a preand post-test experimental and control and group design, tests of reading, spelling, and math, as well as a semi-structured interview and a researcher constructed questionnaire, were administered to collect data. Findings showed that these centers possess more strenghts than weaknesses. Results of a two-way ANCOVA indicated that the two groups of LD students (those receiving and those not receiving instruction at the center) differed significantly in reading ability, math ability, writing ability, and grade point average. No significant sex and interaction differences emerged. This study indicates that special education classes at centers for specific learning disabilities will improve LD symptoms in students.