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Volume 1, Issue 8 (4-2002)
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Volume 1, Issue 26 (4-2004)
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Volume 1, Issue 26 (4-2004)
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Volume 1, Issue 76 (4-2008)
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Volume 1, Issue 88 (4-2009)
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Volume 1, Issue 100 (4-2010)
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Volume 1, Issue 100 (4-2010)
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Volume 1, Issue 107 (4-2011)
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Volume 1, Issue 107 (4-2011)
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Volume 1, Issue 107 (4-2011)
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Volume 1, Issue 107 (4-2011)
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Volume 1, Issue 107 (4-2011)
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Volume 1, Issue 107 (4-2011)
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Volume 1, Issue 107 (4-2011)
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Volume 1, Issue 107 (4-2011)
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Volume 1, Issue 107 (4-2011)
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Amir Ghamarani, Maryam Samadi,
Volume 1, Issue 144 (3-2017)
Abstract
Background: Planning, Attention, Simultaneous –Successive (PASS) theory is a kind of cognitive processing theory that during the past few years has attracted considerable attention. This paper aims to review the theory in children with special needs Conclusion: Findings show the efficiency of this theory in predicting academic achievement and assessment of individuals with specific learning disabilities, Attention Deficit Hyperactivity Disorder, Autism spectrum disorders, Gifted Children and Mental Retardation indicates. These results indicated that the groups compared to their normal peers show certain defects in PASS processes. Overall results indicate that the PASS theory and its profile in the fields of clinical and educational useful suggestions has provided for understanding clinical disorders.
Adel Mohamadzade, Amir Ghamarani,
Volume 1, Issue 144 (3-2017)
Abstract
Background: Children with Specific Learning Disabilities (SLD) include 5.4% of the all population. The Purpose of this Study was introducing the pattern of strengths and weaknesses to identify and diagnosis of children with SLD. Therefore, the books and scientific papers were reviewed from scientific databases, since 1995 until 2016. The literature review showed that the pattern of strengths and weaknesses is one of the models that are used to identify children with Specific learning disorders. The pattern of strengths and weaknesses includes three model 1- Aptitude-Achievement Consistency, 2- Consistency-Discrepancy, 3- Concordance-Discordance, which all of them evaluate abilities and disabilities in children with SLD.
Conclusion: The pattern of strengths and weaknesses can identity abilities and disabilities in cognitive and academic skills and relationship between them offers overall profile of child with SLD.
,
Volume 1, Issue 150 (4-2018)
Abstract
A large number of students with learning and behavioral problems are routinely excluded from regular education. Although there are voices that educate these students in the same position with their peers (educational inclusion), it remains unclear how best to support their needs for academic and behavioral support. In this article, a comprehensive summary of the literature concerning RTI is given and we will discuss the implementation and application of RTI model as an approach to facilitate the inclusion of students with learning and behavioral problems. Response to intervention can be used as an approach to facilitate inclusion of students with learning and behavioral problems in Iran.
Zahra Ebadi, Maryam Asadi, Marzieh Mashaloor, Sara Mousavi, Mohammad Reza Zarbakhsh,
Volume 1, Issue 150 (4-2018)
Abstract
Studies have shown that blind people perform better in certain hearing, touch, and chemical tasks. However, few studies in the similar study evaluated blind and visually impaired children as compared to ADHD children in various cognitive sensory states. This research was conducted to compare the meta-cognition of ADHD children, the blind and normal children of Ahwaz city. In this research, the causal-comparative method has been used. The statistical population of the study includes all children of Ahvaz in 2017, who was selected through a target and random sampling method as a statistical sample. The sample group includes 60 children (30 were normal and 15 were blind and 15 were ADHD). Research was carried out by referring to the medical centers, the exceptional children's school in Ahvaz, as well as the welfare of the city. In this study, we used children's meta-cognition questionnaire MCQ to measure and compare the variables. To analyze the data, Spss23 computer software was used. Descriptive findings including frequency, mean, standard deviation, and univariate analysis of variance have been studied. Findings showed that there was significant difference between meta
-cognition among three groups. Meanwhile, the meta
-cognition level of blind children as well as over-active children was not similar to that of normal children. In general, the effect of meta-cognition in perceiving an individual from his abilities with the continuation of psychopathology cannot be ignored. Therefore, efforts should be made to maximize the function of meta-cognition and its dimensions in advancing educational goals, mental health, and psychopathology of ordinary and special children
