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Background: The purpose of this study is to determine the relationship between social phobia and both emotional regulation strategies and emotional intelligence among blind and deaf students. Method: The method of the study was descriptive-correlations. Population of study includes all students with visual impairment and hearing impairment. Among all, 24 blind students and 56 deaf students were selected according to the census as sample of study. Following questionnaires were used social phobia, emotional intelligence and also short-form questionnaires for cognitive regulation. Person correlation coefficient was used to investigate the relationship between emotional intelligence, cognitive regulation, and social phobia. Results: The findings show that there is a negative meaningful relationship between the characteristics of emotional intelligence and cognitive regulation strategies, and the amount of social phobia. Also, step by step regression coefficient indicates that the strongest predictors were low-scale rumination for physiological inconvenience factor. Pearson correlation coefficient shows that there is a positive relationship between social phobia and self reproach, rumination, and catastrophic. While, there was a negative relationship between social phobia and acceptance strategies, positive refocusing, planning refocusing, and positive reappraisal. Conclusion: It can be concluded that emotional regulation strategies and emotional intelligence are cognitive phenomena that are influential in formation of social phobia disorder and lead to chronic symptoms of the disorder.

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Abstract
Background: Blindness causes many changes in students' lifestyles and causes some psychological
and social problems. The aim of this study was to investigate the Effectiveness of social- emotional skills
training on emotional intelligence and self-esteem of blind students.
Method: The research design was quasi experimental and was a pre-test-post-test and follow-up design
with a control group. The statistical population included all blind students of the combined and exceptional
schools of Sari, who were studying in the academic year of 2018-2019 and in the middle school years, and
they selected by targeted sampling method and replaced by random sampling in the experiment and control
groups. In the pre-posttest participants, using the Sybershring Emotional Intelligence Questionnaire (1996)
and Cooper smith Self-esteem Inventory (1967) was evaluated. The experimental group was taught in 12
sessions of social-emotional skills Training. Whereas, the control group did not receive any training. The
data collected were analyzed by multivariate analysis of covariance.
Results: The results of multivariate analysis of covariance test showed that in the post-intervention phase,
the mean score of emotional intelligence and self-esteem of the experimental group was significantly higher
than the control group (P <0.0001).
Conclusion: The social-emotional skills training program improved the emotional intelligence and selfesteem
of blind adolescents; therefore, it is necessary to pay attention to variables such as emotional
intelligence and self-esteem and plan to provide social-emotional skills training to this group of People are
especially important.
 

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The purpose of this research was to compare emotional intelligence among three groups of the blind, those having little eyesight and the normal ones. The statistical pool of this research was the students from all the three categories at Tehran universities. Altogether 63 students were selected-21 people from each group using the available sampling method. The tool used in this research was Bar-On Emotional Intelligence Questionnaire. In order to study the research's hypothesis and analyze the data, as a result of the research's questionnaire, Anova variance Analysis was used. The results indicated that there is not any significant difference between the emotional intelligence index and all other sub categories among the three groups of the blind, those having little eyesight and the normal ones. As a result, it seems that having lived with a disability has created an environment that is suitable for the cultivation of emotional dimensions. Additionally, during young ages and beyond and also being highly educated could be effective as factors for the cultivation of emotional intelligence. Thus, we can conclude that emotional intelligence has, probably, been responsible for the success of these individuals and compared to other disabilities, it has created more empowerment to fight against the problems.

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Background: Emotional intelligence has a clear relation with self-efficiency in deaf and blind students. The aim of this research was to study and compare of emotional intelligence (EI) in high- school blind and deaf students of Zanjan province. Methods: Method of research was descriptive survey. Population includes all of blind and deaf students in province. Among all, by in access sampling 18 blind and 32 deaf selected and studied. Data were collected with use of Shrink Emotional Intelligence and demographical questionnaires. Data analyzed through appropriate statistical methods. Results: Results show that the blind and deaf students have moderate level of emotional intelligence. It is found that in compare with male deaf students, EI was significantly higher in female deaf students. There is negative and significant correlation between EI and age in blind students. Conclusion: With consider to this point that these students, for their physical limitations encounter to more problems, moderate level of EI is not enough for them. Since EI is flexible and could be increased through instruction so it should be trained to improve their abilities. On the other hand, negative relationship between EI and age in blind students is evidence that it shows moderate level of EI is not enough. As they grow older, their problems will be increase. So, moderate level of EI could not help them in dealing with social problems and communications.

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Abstract
Background: Autistic children are children who differ from normal children in terms of social interactions,
communication, play and interests.
purpose: The purpose of this research is to systematically study the curriculum based on social emotional
intelligence of students with autism spectrum disorder. In this research, a curriculum based on social
emotional intelligence has been examined from all aspects.
Method: The research approach is of a qualitative type using a meta-composite strategy. In order to
find the characteristics and components of the curriculum based on social emotional intelligence, recent
researches have been selected with a systematic method. The study population is the research conducted
in the last 15 years, which was done through content analysis, categorization and screening, and about 31
eligible studies and the criteria in question were purposefully selected, coded and classified. And patterns,
theoretical bases and main themes were extracted.
Results: Then, using content analysis, four dimensions were identified, which include twelve sub-categories
in the form of curriculum objectives dimension in three sub-categories, curriculum content dimension in
three sub-categories, teaching-learning process dimension in three sub-categories, curriculum evaluation
dimension in There are three sub-floors.
Conclusion: Based on the findings of the present study, it can be concluded that the curriculum based on
social emotional intelligence of students is effective in students with autism spectrum disorder.