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Increasing usage of information technology and communication predict a great development in all areas, especially in education and learning. In recent decades, because of emerging modern technologies like multi-media, meta-media and tele-communications, classical perspectives in learning are faced with critical changes. Today, modern technologies are used by most countries in special education. It can be said those multi-media as a modern and active method with capabilities such as: using multi-senses in education process, involving learners, making learning environment flexible and attention to special needs of autistic children, can be effective on social skills of autistic children. Disability in communication and poor social skills are the common characters of autistic children. Therefore, using multi-media result in appropriate social and communication skills and increasing self-steam. Evidence showed that in special schools emphasized more on educational skills and social skills ignored by them. So, autistic children encountered with some deficits in social skills. In this article, after introducing the characteristics of students with autism spectrum disorder, social skills of this student explained and finally, the role of information technology and communications in training- with focus on multi-media- is argued.

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Background: The purpose of this study was to study the classical and modern prejudices against undergraduate students with intellectual disability and effects of gender and university major on prejudices. Method: 189 students were selected through cluster sampling from University of Isfahan. They filled up the scale of classical and modern prejudice toward people with intellectual disability, developed by Akrami et al. (2006). Data analyzed through one sample t-test, and ANOVA test. Results: Results indicate that both forms of prejudice were prevalent in undergraduate students. Gender and university major had no relationship with prejudice toward people with intellectual disability, but more contact with people with intellectual disability was related to reducing in classical prejudice. Conclusion: According to the results of this study, more contact with intellectually disabled students has significant relationship with reducing the classical prejudice toward them

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Abstract
Background and Aim: Academic engagement is one of the important variables considered by educational
researchers in order to improve the academic quality of students. Neurodevelopmental disorders, including
attention deficit/hyperactivity disorder and learning disabilities, can affect academic engagement. In this
study, the aim was to compare the dimensions of academic engagement in students with and without
learning disorders and attention deficit/hyperactivity disorder, considering the gender factor.
Method: The method of research in this study was causal-comparative. The statistical population was all
primary school students in Khour and Biabank who were about 896 students (457 girls and 439 boys) in
the 2021-2022 academic year the first semester. The sample was 40 normal girl and boy students, 40 girl
and boy students with attention-deficit/hyperactivity disorder, and 40 girl and boy students with learning
disabilities. The tools used in this study were the Wang, et al questionnaire of academic engagement (SES),
Conners scale (CRS) to screen attention deficiency/hyperactivity disorder, and Colorado questionnaire to
evaluate learning disorder (CLDQ). Data analysis was done using SPSS24 software and factor analysis of
variance (type of student and gender) was used to analyze the data.
Result: The results showed that regarding the total score of academic engagement and its dimensions,
there is a different pattern between the two sexes and the type of disorder.
Conclusion: Based on the findings of the study, it is concluded that suffering from attention deficit/
hyperactivity disorder and learning disorder, gender and the interaction of the two have effects on the
dimensions of academic engagement. It is suggested that the possibility of learning disorder or attention
deficit/hyperactivity disorder should be considered in policies related to increasing students' academic
enthusiasm according to gender.
 

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Background & Purpose: This study aimed to investigate the effectiveness of psychodrama on the social
competence and the positive self-concept of male students with specific learning disorder.
Materials and Methods: The research was a quasi-experimental study with a pretest-posttest design
with a control group. The statistical population of the study included all male students studying in the eighth
grade with specific learning disorder of Karaj in the academic year 2021-2022. To determine the sample
size, first using a cluster random sampling method from the primary schools in District 3 of Karaj, a school
was randomly selected and among 30 students who obtained lower scores in dependent variables, using
They were selected by available sampling method and randomly assigned to experimental and control
groups (experimental group of 15 people/control group of 15 people). The research instruments included the
Colorado Learning Difficulties Questionnaire (2011), the Flener Social competence Questionnaire (1990),
Piers-Harris Children’s Self-Concept Scale (1969), and Structured clinical interview based on DSM-5.
Data analysis was performed using univariate and multivariate analysis of covariance in SPSS-26.
Results: Findings showed that psychodrama was effective on social competence, self-concept and their
components of male students (p<0.001).
Conclusion: According to the findings, it can be said that psychodrama was an effective way to improve the
social competence and self-concept of students with specific learning disorder, so this method can be used
in educational centers and schools.
 

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This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers to children who have difficulty in mastering the relationships between the spelling patterns of words and their pronunciations. These children typically read aloud inaccurately and slowly, and experience additional problems with spelling. Dyslexia appears to arise principally from a weakness in phonological (speech sound) skills, and there is good evidence that it can be ameliorated by systematic phonic teaching combined with phonological awareness training. The other major form of reading difficulty is reading comprehension impairment. These children read aloud accurately and fluently, but have difficulty understanding what they have read. Reading comprehension impairment appears to arise from weaknesses in a range of oral language skills including poor vocabulary knowledge, weak grammatical skills and difficulties in oral language comprehension. We suggest that the omission of reading comprehension impairment from DSM-5 is a serious one that should be remedied. Both dyslexia and reading comprehension impairment are dimensional in nature, and show strong continuities with other disorders of language. We argue that recognizing the continuities between reading and language disorders has important implications for assessment and treatment, and we note that the high rates of comorbidity between reading disorders and other seemingly disparate disorders (including ADHD and motor disorders) raises important challenges for understanding these disorders.

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Abstract
Background and purpose: The present study was conducted with the aim of comparing the effectiveness
of parenting based on organization and positive parenting on improving parenting skills and the quality of
parent-child interaction in deaf children in Semnan city.
Method: This research was quasi-experimental with a pre-test-post-test design. The statistical
population included all mothers of deaf and hard-of-hearing children in Semnan city in the academic year
of 1401-1400. Sixteen participants of this study were randomly assigned to two experimental groups of
positive parenting (8 people) and organization-based parenting (8 people). The participants answered the
parenting questionnaires of Baumrind (1973) and parent-child relationship of Pianta (2011) before and
after the intervention.
Findings: The results of multivariate covariance analysis showed that there is a significant difference
between the groups, and the positive parenting group has a higher average than the parenting group based
on organizational skills in parenting skills and parent-child interaction. In addition, the results of the paired
t test showed that although the changes in the two groups are significant from the pre-test to the post-test,
the changes in the positive parenting group are more.
Conclusion: Mother-child interaction is a complex and multi-dimensional matter, and considering the
child's deafness, this interaction should include key effective factors such as attitude, parental acceptance,
how to manage and control behavior, sense of social competence and self-control, parenting knowledge
and skills. , the good thinking of the parents in raising the child and creating an environment with minimum
conflict, which in the results of the data, positive parenting was more aligned with these cases.
 

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Abstract
Background and purpose: One of the strategies that can help the inclusiveness of the special education
system is the integration and integration of technology in the curriculum for these people. The purpose of
the present study was the effect of integrating assistive technology in the English language curriculum in
improving the level of academic motivation of students with physical-motor disabilities.
Methods: The research method was a semi-experimental pre-test-post-test type with a control group.
The statistical population of the research included male students with physical-motor disabilities in Tehran.
The purposeful sampling method was available,24 students with physical-motor disabilities in the seventh
grade of the first secondary school of Imam Ali(AS)complex in Tehran were selected and then the selected
sample was randomly selected in the form Experimental and control groups were included. Abdokhodaei's
educational achievement motivation questionnaire (1987) was used to collect data.The experimental group
was taught the English language course of the first secondary course during using the educational model
enriched with auxiliary technologies (online and offline) during six sessions,and the control group was taught
in the usual way. In the online section, the Koya virtual learning platform was used,and in the offline section,
the multimedia software developed by the researcher was used for the English language course.Analysis of
covariance method was used to analyze the data.
Results: The findings showed that after adjusting the pre-test scores,there is a significant difference
between the experimental and control groups in the academic achievement motivation variable.
Conclusion: The results of this research,in line with other researches, indicate that if technology is used
in the curriculum in a purposeful and intelligent way,it plays an important role in increasing the motivation of
students with special educational needs,including students with physical-motor disabilities.
 

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Abstract
Background and purpose: The aim of this study was to determine the effectiveness of Gottman-based
couple psycho educational program on reducing marital conflicts and improving family quality of life of
parents of children with autism spectrum disorder.
Method: This study was a quasi-experimental with a pretest-posttest design with a control group.
The statistical population included all parents of children with autism spectrum disorder in Tehran. 20
couples (40 men and women) were randomly selected through a call to participate in the study and were
randomly assigned to experimental and control groups. The research instruments were the Marital Conflict
Questionnaire (Sanaei-Zakir, Barati and Bustanipour, 2008) and family quality of life of children with autism
spectrum disorder (Hoffman, 2006). In the first stage, the pretest was performed in both groups. Then, the
experimental group underwent Gottman-s method group program for 8 sessions. At the end of the sessions,
couples in both groups completed the questionnaires in two stages, one stage immediately after the training
and one stage two months after the training. For data analysis, repeated measures analysis of covariance
and software (SPSS-24) were used.
Results: The results showed that the psycho-educational program based on Gottman-s method has
reduced marital conflicts and increased family quality of life of parents of children with autism spectrum
disorder (P <0.001).
Conclusion: based on the findings of this study, it can be concluded that psycho-educational program
based on the Gottman-s method is an effective method to reduce marital conflicts and improve the family
quality of life of parents.
 

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  In the current research, the effects of teaching computer games over the performance of visual memory of dyslexic students have been studied. At first, the available games were identified and, then, among them, one game which was at the same level of students’ academic and cultural levels was selected. To analyze the effect of this game, 20 individuals suffering from dyslexia (10 in an experimental group and 10 in a control group) were selected among the students at the elementary level in the city of Tehran as accessible samples based on age, intelligence and the visual memory test. Then, intervention was administered through teaching by using computer games in the experimental group. By using the Andre Ray and Kim visual memory test karad, and in the manner of Pre-test and after-test pseudo-experimental plan with the control group, the effects of computer games have been studied and the results have been analyzed with the method of Covariance Analytical Statistics. The analysis of the results indicated that the computer games have a meaningful positive effect on the dyslexic students.

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Abstract
Background and Purpose: The present study was conducted with the aim of analyzing the lived experience
of teachers of students with autism spectrum disorder from virtual education during the Corona era.
Method: This research was conducted in the interpretive paradigm and in a qualitative manner with a
phenomenological approach. The statistical population of this research included all the teachers of the 6th
district of autism schools in Tehran in the academic year of 1402-1401 who had the experience of teaching
students with autism spectrum disorder during the Corona era. To select the sample size, the purposeful and
standard sampling method was used. For this purpose, in the first stage, interviews were conducted with 20
teachers of District 6 and theoretical saturation was achieved. In the following, the data was collected through
semi-structured interviews and according to the conditions of the people, in three formats: face-to-face,
telephone, and online, in the form of open-ended questions. In this research, thematic analysis method was
used to identify, analyze and report the results of the qualitative data obtained from the interview.
Results: The findings of the research showed that from the perspective of the participants in the research,
the lived experience of virtual education had 4 subcategories, including teaching, job stress, technological
problems, and communication style. Also, the opportunities of virtual education in the Corona era had 5
categories, including the development of technological skills, the development of online teaching skills, the
spread of virtual education, the strengthening of virtual education infrastructure, and cost-effectiveness. Also,
the challenges of virtual education in the Corona era had 5 categories: communication problems, educational
and teaching problems, parents' inattention, poor equipment and students' attention loss.
Conclusion: virtual education has suitable opportunities for students with autism spectrum disorder.
Since these people have a visual learning style and virtual education can support this type of style. It
is suggested to strengthen the infrastructure of holding virtual education for these people and to use
technological capacities in teaching to enrich the learning process of students.