Showing 15 results for zare
Ismaeel Zareee Zavareki, Fatemeh Jafar Khani,
Volume 2, Issue 110 (6-2012)
Abstract
Information technology and Intercommunication are two of the most important technical supports in teaching the students with special needs. It and Intercommunication are a collection of technologies based on computer, local, national and international networks and they lay an important role in exchanging information and establishing communication in providing especial educational services. In other words, Information technology and intercommunication are important in both providing educational services to normal students and also presenting special educational services. This article, in the direction of the application of information technology and intercommunication in the classroom, has dealt with issues such as tutoring, discovery learning, interaction tools, management and evaluation.
Esmail Zarei Zavaraki, Fariba Dortaj, Zabihollah Allahi,
Volume 2, Issue 139 (5-2016)
Abstract
Background: Individuals with a comorbid diagnosis of cerebral palsy and autism spectrum disorder can have significant communication deficits. The implementation of an alternative and augmentative communication (AAC) device is often essential to promote language development and participation in school, home and community environments. The present study evaluated the impact of introducing a high-tech alternative and augmentative device, namely an Apple iPad with the “GoTalk Now” communication application to a student diagnosed with cerebral palsy and autism spectrum disorder. Integration of the technology focused on promoting key elements associated with long term AAC usage, namely, targeted training of the student, teacher, educational assistant and parents, over the course of the school year.
Conclusion: Marked increases in the student's communication skills and non-academic school functioning were observed. The need for communication partner prompting declined over time while the student, teacher and parent remained engaged by the iPad solution. This case study supports the classroom implementation of high-tech communication devices for those with complex communication needs via a comprehensive access delivery protocol that invokes systematic student, teacher, educational assistant and parent training.
Mr Abrahim Nazare, Mr , Mr ,
Volume 2, Issue 157 (7-2019)
Abstract
The coexistence of visual impairments and learning disabilities presents unique challenges. It is imperative that teachers be apprised of the characteristics of this population as well as instructional strategies targeted at meeting their unique needs. The authors highlight typical patterns of performance and provide suggestions for effective intervention.
Mrs Khadijeh Hatamifar, Mr Hossein Zare, Mrs Mansure Shahriari Ahmadi,
Volume 2, Issue 162 (7-2021)
Abstract
Abstract
Background & Purpose: Positive parenting education and parental management can be effective ways
to solve children’s behavioral problems. Meanwhile, the comparison of the effectiveness of these two
methods has received less attention. The aim of this study was to compare the effectiveness of positive
parenting and parental management on children’s behavioral problems.
Method: The research method was quasi-experimental with pre/test-post/test design with a control group
and one-month follow-up. The statistical population included all parents of female students with behavioral
problems in primary schools in Tehran in the academic year of 2019-2020, from which 45 parents with children
with behavioral problems were selected and randomly assigned in 3 groups of 15 patients (two experimental
groups and one control group). The Connors Parent Scale Questionnaire was administered to all three
groups in all three stages of the study. Positive parenting training was performed in 8 sessions of 90 minutes
and parental management training was performed in 12 sessions of 90 minutes on the experimental groups
and the control group did not receive any intervention. Finally, the data were analyzed using multivariate
analysis of covariance.
Results: The results of this study showed that there was no significant difference between the two
educational methods (P <0.05). This means that positive parenting education and parental management
had the same effect on the subscales of children’s behavioral problems, but the difference between the
experimental groups and the control group in the subscales of normative behavior disorder (p <0.05, F = 5.07)
and hyperactivity-impulsivity (P < 0.05, F = 4.52) are significant.
Conclusion: According to the findings, both positive parenting and parental management methods have
the necessary efficiency to reduce children’s behavioral problems. In this regard, the results of the present
study indicate that there is no clear difference in the effectiveness of positive parenting and parental
management on reducing children’s behavioral problems.
Sanaz Zarezadeh, Khalil Esmaeilpour, Jalil Babapour Kheiraldin,
Volume 3, Issue 163 (9-2021)
Abstract
Abstract
Background and Purpose: This study was conducted with the aim of evaluating the effectiveness of
acceptance and commitment therapy on decreasing anxiety and depression symptoms in autistic children’s
mothers.
Method: This study was a single case design with multiple baselines. According to willingness to participate
in the study and having the inclusion criteria, three individual among the autistic children’s mothers were
selected through purposeful sampling method. Mothers of autistic children completed Beck Depression
Inventory (BDI-II) and Beck Anxiety Inventory (BAI) in the pre-treatment (baseline) stage, during the
treatment (fourth, sixth and eighth sessions) and one month follow-up, and received acceptance and
commitment therapy for 8 sessions, 60 minutes for each session. Data were analyzed using the improvement
percentage and effect size as well as charting and visual evaluation.
Results: The results of the analysis showed that acceptance and commitment therapy could reduce
depression and anxiety of autistic children’s mothers. So, participants reported significant decrease in
the assessment stages during the treatment and one month follow-up after the treatment, compared to
baseline.
Conclusion: The results of this research confirmed effectiveness of acceptance and commitment therapy
in reducing depression and anxiety in the autistic children’s mothers.
Miss Atefeh Parsa, Dr Ali Zarei, Dr Seyed Hamid Sadjadi Hazaveh, Dr Zahra Haji Anzehaei,
Volume 3, Issue 175 (9-2023)
Abstract
Abstract
Background and purpose: The purpose of this research was to model the effect of mental health on social
adjustment and body image of exceptional students in Iran.
Method: The study method of this research is descriptive and correlational using operational equations, in
terms of practical purpose and collecting field information. The statistical population of this research is all
exceptional students of the country (with special needs) in 6 groups of disabilities (deaf, blind, Physically
disabled, multi-disabled, mentally retarded, autism) in have formed the secondary school, which the
statistical share of students was 8500 of which 3300 were girls and 5200 were boys in the country in 2019
(exceptional education organization of the country) and the statistical sample size was 367 people, which
was calculated using Morgan's table and The way to choose it was formed randomly. The instruments used
in this research were Goldberg's mental health questionnaire (1972), Bell's social adjustment (1961) and
Cash and Prozinski's body image (1990).
Results: To analyze the data, variance analysis, multiple regression coefficient and operational equations
were used to test the model. The results of the variance analysis confirmed the linear relationship between
mental health and social adjustment and body image, and the results of the operational model test showed
that in exceptional students with physical-motor disabilities, the effect of mental health on social adaptation
and body image was significant.
Conclusion: Based on this, appropriate design and planning are recommended to improve the mental
health of exceptional students through physical activity to improve their social adjustment and positive body
image.
Zahra Gavahi, Mohaddese Sarvary, Maryam Ghorbani, Ali Zaremoghaddam,
Volume 3, Issue 175 (9-2023)
Abstract
Abstract
Background and purpose: Specific learning disorders are among the problems that have long been the
focus of child psychologists and specialists. Children with specific learning disabilities, despite their normal
intelligence, are unable to make academic progress in reading, writing, and mathematics. The purpose of
this research was to investigate the effectiveness of group-based positive thinking training on academic
motivation and academic vitality of students with special learning disabilities.
Method: This research was a semi-experimental with a pre-test-post-test design with a control group.
The statistical population of the research included all the male students of the first secondary school with
a specific learning disorder who referred to the learning disorders center in Birjand city in the academic
year of 2022-2023. Among the statistical population, 30 male students with special learning disorder were
selected by available sampling method and randomly assigned to two experimental groups (15) and control
group (15). The experimental group was trained for 10 sessions of 60 minutes. In order to collect research
data, Harter's academic motivation questionnaire, Hossein Chari and Dehghanizadeh's academic vitality
questionnaire and positive thinking training were used. The research data were analyzed using multivariate
and univariate analysis of covariance.
Findings: The results of the analysis of research hypotheses showed that group-based positive thinking
training is effective on academic motivation and its components (intrinsic and extrinsic motivation) and
academic vitality of students with specific learning disorders (p<0.005).
Conclusion: According to the findings of this research, it can be said that one of the useful teaching
approaches to increase the academic motivation and academic vitality of students with special learning
disabilities is teaching positive thinking in a group way.
Ali Zaremoghaddam, Razieh Rezaei, Zahra Gavahi,
Volume 3, Issue 181 (8-2024)
Abstract
Abstract
Background and purpose: Dyslexia, also known as reading disorder, is a type of learning disorder in
which a person has difficulty reading despite normal intelligence. The purpose of this research was the
effectiveness of education based on successful intelligence on academic resilience and academic vitality
of male students with dyslexia in Birjand city.
Method: The research method was semi-experimental with a pre-test-post-test design with a control
group. The statistical population of the research included all the male students of the sixth grade with
dyslexia in Birjand city in the academic year of 2022-2023. Among the statistical population, 24 students
with dyslexia were selected by available sampling and all of them were randomly selected in the form of
two experimental groups (12 people) and control groups (12 people). The experimental group underwent
successful intelligence training for 12 sessions of 60 minutes. The data collection tool included Samuels'
academic resilience questionnaire (2004) and Hossein Chari and Dehghanizadeh's questionnaire
(2013). In order to analyze the research findings, univariate and multivariate covariance analysis was
used.
Results: The results of the analysis of the research findings showed that intelligence-based education is
effective in strengthening academic resilience and academic vitality of students with dyslexia (p<0.01).
Discussion: According to the results of this research, it is suggested that education based on successful
intelligence be used to improve and strengthen academic variables such as: academic resilience and
academic vitality in students with learning disabilities.
Mahmoud Khani Mouslo, Sanaz Zareian,
Volume 4, Issue 132 (7-2015)
Abstract
Purpose: The purpose of the present study was to compare the life satisfaction in students with and without visual impairment.
Method: Sample of study includes 120 students (56 male and 64 female) in integration guidance and high school of Shiraz city in 2011-2012. Sixty of the students were with visual impairment and sixty of students were without visual impairment. Data were collected using Multi Dimensional Life Satisfaction Scale (Huebner, 2001). Data were analyzed by t-independent test.
Results: Findings show that there is no significant difference between dimensions of life satisfaction (family, friends, school, place of living and oneself) in the two groups' students. Also, it indicates that life satisfaction is the same in the two genders.
Mrs Samauneh Karamali Esmaeili, Dr. Mehdi Alizadeh Zareei,
Volume 5, Issue 127 (12-2014)
Abstract
Background: The
"executive functions" as higher-level cortical functions with the
supervisory and controlling role on the lower-level cognitive functions lead to
human adaptive behaviors in the specific situations. These situations occur in
the conditions in which automatic behavior may be insufficient. Executive
function deficits in children may be presented with poor memory,
problem-solving, learning, reasoning, information processing, communication,
social interaction, reading comprehension, writing, doing homework, group play
with peers, doing a project and etc. These have significant outcomes in
children in terms of social, emotional and academic performance. This most
complex behavior of the human is related to the most complex area of the brain
i.e. the frontal lobes. The output of frontal lobes is behaviors that
distinguish human and animal.
Conclusion: Then,
recognizing neural substrates of executive functions have special significance.
Having knowledge about executive functions is necessary for professionals of
exceptional education and rehabilitation.
Hosein Zare, Parisa Sheikh Bahaei,
Volume 5, Issue 133 (8-2015)
Abstract
Background: The aim of this study was to evaluate the effectiveness of training problem solving skills on coping strategies in parents with mentally retarded children.
Method: 60 parents with mentally retarded children from Tehran were chosen by in access sampling and they were divided accidentally in experimental and control group (any group to 30 persons).The research design was semi experiment design with pretest-post test. The experimental group was trained in7 sessions and coping strategies questionnaire of Lazarus is used as the examination tool. Data were analyzed by covariance test.
Results: Results show that training problem solving skills is effective on direct coping strategy, taking distance strategy, self-control strategy, strategy of asking for social support, avoidance strategy and evaluative strategy in parents with mentally retarded children. However, training problem solving skills is not effective on acceptance of responsibility and solving planned problem in parents with mentally retarded children.
Conclusion: It can be concluded that problem solving skills is effective on some of coping strategies in parents with mentally retarded children.
Ali Zare-Moghaddam, Mohammad-Reza Hesami, Shahla Rostami, Maryam Ghorbani,
Volume 6, Issue 143 (1-2017)
Abstract
Background: The use of Information and Communication Technology (ICT) is effective in the teaching-learning process. Related factors should be considered for optimal use of ICT. The aim of this study was to investigate the relationship between ICT literacy and computer self-efficacy of teachers at special schools of Birjand.
Methods: Population of study include all individuals who are working as teacher in special school in 2014-2015 in Birjand (N = 89). 73 teachers (59 females and 14 males) were randomly selected as sample. To collect data, ICT literacy questionnaire of Zare Mogaddam and computer self-efficacy scale of Murphy et.al were used. Data were analyzed with one sample t test, Pearson correlation and regression analysis.
Results: The results showed that the mean of self-efficacy was higher than the mean of the test (P<0.01) and mean of ICT literacy was below the mean of test (P>0.01); ICT literacy had significant correlation with computer self-efficacy in general (r=0.731), in men (r=0.557) and in women (r=0.752), (P<0.01).
Conclusion: Therefore, it seems that when the individual has more knowledge and skills in the field of ICT literacy he has a better view toward his ability to use computer and in general he would have higher computer self-efficacy, which can lead to greater use of ICT in the teaching-learning process.
Miss Atefeh Parsa, Dr Ali Zarei, Dr Seyed Hamid Sajjadi Hazaveh, Dr Zahra Haji Anzehaei,
Volume 6, Issue 166 (3-2022)
Abstract
Abstract
Background & Purpose: The aim of the present study was to investigate the effect of sports leisure time
on social adjustment and body image of exceptional students in IRAN and to present an operational model.
Method: The study method of this research was descriptive and correlational using operational equations,
in terms of applied purpose, in terms of collecting field information. The statistical population of this study
consists of all exceptional male and female students in the country in 6 groups of disabilities (with hearing
impairment, visual impairment, physical and motor disabilities, multiple disabilities, mental retardation,
autism) in secondary school. There were 8500 students (3300 girls and 5200 boys) in the country in the
academic year 1399-1399 (Exceptional Education Organization) and the statistical sample size was 367
people which were calculated using Morgan table and how to select it, as It was a simple coincidence. The
instruments used in this study were time sports leisure questionnaire (1397), body image (MBSRQ) Cash
and Prozinsky (1990) and social adjustment (Bell) Bell (1961). Analysis of variance was used to analyze the
data and operational equations were used to test the model.
Results: The results of analysis of variance confirmed the linear relationship between sports leisure with
social adjustment and body image and the results of the operational model test showed that in the subjects
of all six groups, the effect of sports leisure on body image and in subjects with multiple disabilities and
Autism is a significant effect of social leisure time on social adjustment.
Conclusion: Accordingly, appropriate design and planning to fill the sports leisure time of exceptional
students is recommended to improve the socialization of people and a positive body image.
Ismaeel Zaree Zavareki, Fatemeh Jafarkhani,
Volume 7, Issue 120 (10-2013)
Abstract
The use of visual display to improve students’ learning has been increasingly developed. Reviews of the effects of pictures supported the assertion that carefully constructed text illustrations generally enhanced learners’ performance on a variety of text dependent cognitive outcomes. This assertion is more significant in special education. Recent research has extended picture in text conclusion to alternative media and technological formats and has begun more systematically to explore the ‘whys’, ‘whens’ and for ‘whoms’ of picture facilitation and challenges faced with multimodal representation. Consideration is given here to conventional types of textbook illustration, image functions and theories of cognitive processing with several tenets for teachers.
Mahshid Zarezade, Mansour Sahebozamani, Shole Farahmand,
Volume 9, Issue 137 (2-2016)
Abstract
Background: Developmental Coordination Disorder (DCD) is one of the most common disorders among school-age children that affects the motor ability in normal and healthy children and may persist through adulthood. Thus, early detection and intervention is crucial. the purpose of this research was determine the rate of DCD prevalence among female students with the range of 9-11 in Khorrambid city in Fars province.
Method:The study was carried out as a descriptive survey for which a multi-stage systematic sampling method was adopted. Sampling method was cluster method that based on Morgan table 300 individuals (mean: high:138.7,weight:33.46) were involved. For data collection, firstly Developmental coordination disorder questionnaire was used for initial screening. Finally for a precise diagnostics of the children with developmental coordination disorder employed Bruininks-Oseretsky Test of motor proficiency-short form. The Chi-Square test at a significance level of α= 0.05 was used for statistical data analysis.
Resultes:According to Developmental coordination disorder questionnaire 98 students were screened and finally 33 individual were detected by used bruininks-oseretsky test motor proficiency (short form). The rate of prevalence of the studied sample was estimated as 11.2% so that, it was 10.5%, 13.7% and 9.2% for the age of 9, 10 and 11, respectively.
Conclusion:since this disorder effect on the motor skills, self-concept, self-esteem and academic skills, therefore early detection and timely treatment for this disorder feel necessary.
