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We present a study about the use of current electronic travel aids to help blind people navigate through familiar and unfamiliar environments. We also discuss the main strengths and weaknesses of electronic travel aids and propose guidelines to design and use them adequately. We provide a proposal to develop and use traveling aids. As a result, this can be a first step towards defining major aspects to develop travel aids oriented to assist mobility and orientation of blind people.

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According to positive effects of social support and resiliency on positive adjustment and individual's development in problematic positions, the purpose of this research was to investigate the effect of predicting resiliency and social support in general mental health in parents of deaf and blind children. The sample population was all of the parents of deaf and blind children in Shiraz in this research. All the parents of deaf and blind children who educated in special school that included 72, 59 persons were be assessed convenience sampling. They answered social support, general mental health, and resiliency questionnaires. Results showed that resiliency and social support are related with general mental health in parents of deaf and blind children. Also, analysis of regression showed that social support and resiliency significantly predict their general mental health.

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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

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Context and goal: The main purpose of moving aids for people affected by vision is to move safely and independently in the environment. Most of the activities that have been done so far to reduce the limitations of people with visual impairment have focused on mobility and orientation of these people in familiar and unfamiliar environments, and their reading/writing skills to achieve individual independence. White cane, guide dog and electronic movement tools are the most commonly used technologies for mobility of visually impaired, and Braille, text readers and magnifiers are used to reading and writing. But each of these has its own advantages and limitations. In this article, wearable technologies and especially the Horus device are described.
Results: Horus system has merged functions such as independent orientation and mobility during game activities, knowing the status of friends in class and school, identifying text and reading, recognizing the face and identifying objects. This technology has the ability to orientation and detect obstacles in 3D that help secure movement of visually impaired person, and  also capacity to read the text and braille that can help visually impaired autonomy in learning and instruction activities.
 

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  Teaching students with sensory disabilities have always been of interest to scholars and educational experts. One of the sensory disabilities is blindness. It should be noted that traditional methods of training these individuals do not have the necessary efficiency and it causes the reduction of motivation in the students. Thus, an evolutionary approach is necessary. Most computer games as interactive digital media in teaching the blind are considered to be an evolutionary approach to present. The aim of this research is to study the role of educational computer games and to present the principles of designing these games for teaching the blind. Some of the instances where these games can be used teaching the blind, include strengthening the auditory process, mental imagery, teaching academic subjects, navigation, positioning and the students' emotional role. That suitable In this study, some of these principles are presented. It is recommended games for blind students are produced and their impact on each of said cases are reviewed.

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Background & Aim: After diagnosing a injury in children, their families often experience feelings such as
shock, confusion, anger, depression, hopelessness, guilt, rejection, embarrassment, feelings of helplessness,
and loneliness. The aim of this study was to compare the mindfulness and psychological hardiness of mothers
of blind and deaf children aged 7-12 years in Khorramabad.
Materials & Methods: The method of this research was descriptive comparative causal. The statistical
population of this study included all mothers with 7-12 years old blind and deaf children in Khorramabad in
1400. From the statistical population, 50 mothers with blind children and 50 mothers with deaf children were
selected as the research sample by available sampling method. In order to collect research data, Brown and
Ryan (2003) Mindfulness Scale and Long and Golett (2003) Psychological Hardiness Questionnaire were
used. Multivariate analysis of variance (MANOVA) was used to analyze the research data.
Results: The results of the analysis of research data showed that mothers of blind children have more
awareness and psychological stubbornness than mothers of deaf children.
Conclusion: According to the results of this study, it can be said that the existence of a deaf child may
be associated with psychological problems such as low mindfulness and psychological hardiness in their
mothers.
 

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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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Objective:The aim of this study was to investigate and compare the procrastination of blind, deaf and physical- motor handicapped students considering their gender roles. Method: the present study is of causal-comparative and cross sectional- comparative type. The statistical population of the study were all 10- 15 year-old blind, deaf and physical- motor handicapped students in Esfahan city in curriculum year of 1391-1392 that among them 90 students were selected by at hand sampling method. Data gathering tool included procrastination questionnaire.The questionnaire was completed by mothers of students under study. Descriptive and inference statistics methods (multi-variable covariance analysis) and SPSS software were used to analyze data. Findings: findings show that in subscales of procrastination on assignments and exams were significantly different between the three groups and physical- motor handicapped showed higher procrastination. In procrastination on writing was not found significant difference between the groups. Conclusion: present findings can be used to help students with special needs in educational use. Key words: procrastination, blind, deaf, physical- motor handicapped

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Abstract
lThe aim of this research was investigate the role of emotional empathy, family relationship and
communication skills of parents in social adjustment of the blinds. Present study was a cross-sectional from
type of correlation. Research population was all blind people members of blinds association in Urmia city
included 257 people that all of them selected as a sample. Research instruments were the questionnaires of
emotional empathy (Davis, 1983), family relationship (Koerner and Fitzpatrick, 2002), communication skills
(Barton, 1990) and social adjustment (Sinha & Singh, 1993). Data were analyzed by Pearson correlation
and multiple regression with enter model methods. The findings showed with increasing the score of
emotional empathy, conversation and conformity relationship patterns and feedback, listening and verbal
communication skills the score of social adjustment of the blinds significantly decreased. Considering that
in the social adjustment questionnaire the higher score means lower adjustment, then with the increase of
emotional empathy, conversation and conformity relationship patterns and feedback, listening and verbal
communication skills, the level of social adjustment of the blinds increased. Also, emotional empathy,
family relationship and communication skills of parents significantly predicted 40/5 percent of the variance
from social adjustment of the blinds (P<0/05). Therefore, in order to improve the social compatibility of the
blinds can be promoted the emotional empathy, family relationship and communication skills of parents
through workshops.
 

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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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 The purpose of this research is compare self-esteem and social skills in deaf and blind students at the intermediate level in the city of Karaj during 2009-2010 academic years. For this purpose, 36 deaf and 36 blind students were selected using the simple random sampling method. The data were collected using Cooper Smith’s self-esteem questionnaire and the positive and negative social skills’ test or Inderbitzen and Foster’s list of social skills with the help of the blind and the deaf assistants. Then, the findings by using the skills of descriptive and inferential statistics and the SPSS software were analyzed. The results indicated that self-esteem in the groups of deaf and blind students were not different. The second theory of the research indicating the existence of a difference in the blind students’ social skills and the deaf ones were not substantiated. Also, as the social skill’s positive behavior is increased, self-esteem is increased as well and on the contrary, it indicates the existence of a positive significant correlation between the positive social skill’s behavior and self-esteem.

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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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Back ground: In this paper we will focus on principles and frameworks of Montessori Method and its usage for the hearing impaired children. Conclusion: Montessori educational method which has its name from Dr. Maria Montessori, the Italian scientist, is now implemented for all children (normal, gifted, LD, hearing impaired, blind children) all around the world .In recent years this method has been derived many attentions and can be used as a very helpful educational method for the Iranian hearing impaired children too.

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 The blind suffer from sense disability. As a result of the lack of visual sense, they have many problems in learning and cognition. Experts believe that 80% of what children learn is possible through having visual sense. Therefore the blind can not learn things spontaneously the way normal people do. However, with the proper education it is possible to increase the level of progress in these children so much that they can be equal to normal children especially because these children are more dependent on their other senses especially listening and touching they are also capable of being more attentive and curious. The main role in the progress of the blind’s abilities and talents depends on the optimum use of tools and suitable educational methods. Since graphic art is one of the tools that the blind can rely on to easily communicate with picture and writings, in this research, we are trying to analyze and describe graphic arts and recommend strategies to make them applicable for the blind and provide the opportunity for these individuals to blossom and grow more and more.

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Background and Purpose: To deal with the problems caused by visual impairments such as stress,
frustration and other psychological problems and social and individual adjustment, cognitive emotion
regulation is needed.Therefore, the aim of the present study was to investigate the effectivness of story
therapy training on the cognitive emotion regulation of blind students.
Method: This research was a quasi-experimental method with pre-test and post-test with experimental
and control groups. The statistical population of the present study included blind students of the blind
school in Tehran in 2019-2020 Thirty eligible individuals were selected by purposive sampling method and
randomly assigned to the control group (n = 15) and the experimental group (n = 15). The experimental
group received 10 sessions of story therapy as a group and the control group did not receive any intervention.
In this study, the Connor and Davidson Resilience Scale (2003) and the Garnfsky & Craig (2006) cognitive
emotion regulation were used to collect data. SPSS 20 software was used to analyze the data. Multivariate
analysis of covariance was used to analyze the research data. Probability values less than 0.05 were
considered statistically significant.
Results: The results of research data showed that story therapy is effective in increasing resiliency (total),
individual competence, trust in individual instincts and tolerance of negative emotions, acceptance and
change in relationships, control, spiritual effects (p <0.05). Also, the results of the study showed that story
therapy in reducing self-blame, rumination, monitoring,catastrophizing and blaming others and in increasing
cognitive emotion regulation (total) positive re-attention, focused on planning, review and reassessment
was positively effective (p <0.05).
Conclusion: Based on the findings, it can be said that story therapy is an effective method in improving
resiliency and in improving cognitive emotion on blind students.
 

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Many years there were several concerns regarding intelligent blind students who have difficulties in reading Braille materials. Sometimes teachers of blind students believe that there are some Braille reading conditions. There are a few articles in this field. In this paper we review some of the main reasons and concepts a difficulties in Braille reading in intelligent blind students

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Blind and low vision students as a group of special needs students can use computer. The progress of technology with the combination of Braille and conversion of text to speech caused to make technological equipments and input / output devices of computer for Blind and low vision students. In this issue, we introduce these devices and their recent models in order to design them.