Comparing the Content, Teaching Method, and Workshop Equipment in the Vocational Training Programs for High School Students with Autism, Intellectual Disability and Multiple Disability Hojjatollah Ragheb, M.A.
Abstract
Objective: The aim of this study was to compare the content, teaching method, and workshop equipment in the vocational training programs for high school students (stage 1 and 2) with autism, intellectual disability and multiple disability. Method: The study was an evaluation kind. 39 classrooms were selected in 10 schools for students with autism, intellectual disability and multiple disability. Students with intellectual disability were selected through simple random sampling, while all the students with autism and multiple disability were included in the study. 52 high school teachers from the first stage and 48 high school teachers from the second stage were interviewed. They completed the checklist provided. Results: The difference between suitability of program contents for all study groups in stage 1 and stage 2 was not significant. But the difference between teaching methods for students with autism and the other two groups was significant. Conclusion: In first stage of high school workshop facilities are not used directly. In the second stage of high school, many of workshop equipment are not provided. In terms of content of vocational training, there is no significant difference among groups. Moreover, considering teaching method for vocational training in the first stage of high school, there is no difference among groups. While for the second stage of high school students with intellectual disability and multiple disability, students benefit more from better training comparing to students with autism.
Keywords: Vocational training, Autism, Intellectual disability, Multiple disability
Journal of Exceptional Children (1395).vol 16, No. 4(62): 79-92.
Evaluation of Communication Skills in Autistic Preschool Students Hojatollah Ragheb, M.A
Abstract
Objective: The aim of this study is to evaluate the communication skills (Social Skills, Language Learning Skills and Play Skills) of Autistic Preschool Students. method: This survey study was conducted on 54 autistic preschool students (39 boys and 15 girls) from 15 schools in Tehran. The subjects were selected randomly. The communication skills checklist which was used in this study was made according objects of Organization of Special Education has three subtests: Social Skills, Language Learning Skills and Play Skills. Results: Research tools analysis showed that the validity and reliability of checklist is acceptable. Meanwhile analysis of checklist items revealed that autistic preschool students in social skills and language learning skills reach at percentage point 40, and in play skills, reach at percentage point 28. Conclusion: More than half of the autistic preschool students have not achieved the maintained objects in social skills, language learning skills and play skills, so their curriculum needs to be reviewed in communication skills especially in the play skills.
Keywords: Autistic preschool students, Communication Skills, Social skills, Language learning skills, Play skills, Evaluation.
Iranian Journal of Exceptional Children (1392).vol 13, No. 2(48): 81-94.
The Impact of Learning Strategies on Curiosity and Interest of Preschool
Students with Intellectual Disabilities Hojjatollah Ragheb, M.A
Abstract:
Objective: This study examines the effect of Learning strategies on Curiosity and Interest of preschool students with intellectual disabilities (ID). Method: Utilizing a quasi-experimental design, 141 preschool students with ID (70 experimental, 71
control group) by cluster random sampling method, were selected. During the study, the experimental group was exposed to the intervention program and the control group was not. Results: MANOVA analysis revealed a significant difference between the two groups in Curiosity and Interest. No significant difference was observed between boys and girls. Conclusion: Learning strategies of Approaches to Learning Domain had significant impact on Increasing Curiosity and Interest of preschool students with ID.
Keywords: Learning strategies, curiosity and interest, preschool, intellectual disabilities
Iranian Journal of Exceptional Children (1391).vol 12, No. 2(44): 55-68.
The Impact of Yoga on Increasing the Symptoms of Tic Disorders in Students with Intellectual Disabilities Hojjatollah Ragheb,
Abstract
Objective: The aim of the present study is to examine the effect of Yoga on increasing the symptoms of tic disorders in students with intellectual disability (ID). Method: The study was a quasi-experimental research with two heterogeneous group designs with pretest and posttest. At the first, from 105 students with ID who had recognized with chronic motor and vocal tics, 26 students (12 girls and 14 boys) were selected by cluster random sampling method. Then, they were divided to experimental and control groups. Results: Factor analysis revealed a significant difference between the experimental and control group (α=0/01) and Yoga reduced the symptoms of tic disorders. Conclusion: Yoga had significant impact on increasing the symptoms of tic disorders in students with ID. Keywords: Tic disorders, Yoga technique, Intellectually disabled children.
Keywords: Tic disorders, Yoga technique, Intellectually disabled children
Journal of Exceptional Children (1394).vol 15, No.1(55): 45-58.
Estimating Receptive Core Vocabulary in Preschoolers with Intellectual Disability in Tehran
Ahmad Ramezani
AbstractThis article aimes at estimating core vocabulary of preschoolers with intellectual disability in Tehran. The research is descriptive-analytic. Stratified matrix sampling was used for choosing and grouping the 90 informants. Three groups (each group 16 boys and 14 girls) were selected among the preschoolers less than 9 years. Based on Nematzadeh et.al (2005) two subtests were modified and developed: Pereceptive and Lexical which assessed understanding of 694 and 830 words respectively. 14 informants were chosen for filling the lexical subtest among the teachers. Since there were lots of items in perceptive subtest, from different parts of speech (noun, adjective and verb) 1/3 of them were selected and the students have been told to answer them in 2 different sessions. The data were analyzed using descrptive analytic method. If a word was recognized by 80% of the informants, it was decided to be a core vocabulary (24 out of 30 in perceptive subtest and 4 out of 5 in lexical subtest). 219 and 81 words were listed to be among core vocabularies based on perceptive and lexical subtest respectively. 54 words were common in the lists. So, 246 words were estimated to be core vocabulary of educabally mentally retarded preschoolers in Tehran.
Keywords: Core Vocabulary, Preschoolers, Intellectual Disability, Perceptive Subtest, Lexical Subtest.
Ramezani, A. (2017). Estimating Receptive Core Vocabulary in Preschoolers with Intellectual Disability in Tehran. Language Related Research. 8 (36). 257-291.
Utilization of Core Vocabulary for Students with Special Needs
Ahmad Ramezani[1]
Abstract
Background: Core vocabulary is one of the appealing subjects in special education. In this article, some researches related to core vocabulary is reviewed first. Then, utilization of core vocabulary for students with special needs is elaborated. Method: The research is descriptive-analytic. Researches on Farsi indexed since 1973 in Scientific Information Database, The Comprehensive Portal of Human Sciences, IRANDOC and researches on other languages indexed since 1928 in ERIC, Google Scholar were reviewed. Findings: The best method for estimating core vocabulary is to combine different corpora and extract high frequent words (more than 80% in the corpus). Utilization of the list of core vocabulary in developing screening test and intervention programs is the next phase. Conclusions: Utilization of core vocabulary can be both in developing screening tests and intervention programs. Thus, a standard for vocabulary screening of special students and adults and consequently the processes for intervention (a special kind of word regime as the language support) can be set. Core vocabulary interventions are efficient for students with intellectual disability and specific language disorders and also deaf and hearing impaired students.
Key Words: Core Vocabulary, Utilization, Special Needs
Ramezani, A. (2017). Utilization of Core Vocabulary for Students with Special Needs. Exceptional Education. 6 (143). 61-70.
http://exceptionaleducation.ir/article-1-807-en.pdf
Please refer to the research institute's website for full coverage.