Journal 08/14

1. The emotional mobilization of typically developed infants towards disability for inclusion

By clarifying the term emotional mobilization, we mean the knowledge and the awareness of toddlers with typical (normal) development towards disability, in order to achieve the reduction of prejudice and negative stereotypes. So, obtaining the effective inclusion and also creating a climate that encourages positive interaction between them. Consequently, the aim of this research is the emotional mobilization and conversion of the views of children with typical development towards disability. These children study at section kindergartens general education and integration classes.

The methodology which used is action research organized in two components: 1) an experimental group and a control group, 2) a variable: the narration appropriately selected folktales, which is the cause and exists in the experimental group, but absent in form and substance from the control group. We used a weighted reliable psychometric tool (with axes questions-interviews) to measure attitudes and perceptions of young children towards disability. The research’s sample was 120 toddlers.

3. The comparison of Effect of cooperative and directive teaching on school achievement and adjustment of students with intellectual disability

Introduction: In each education system especially education of children with intellectual disability, school achievement and social adjustment has a basic importance. It seems that group activities in their teaching programs can be affective on their school achievement and social adjustment. This study has been conducted to compare the effect of cooperative teaching and direct instruction methods on school achievement and social adjustment in the fourth grade primary school students with intellectual disability in Gonabad. Method: In this semi-experimental study, 4 classes of mentally retarded students of the fourth grade in primary school students (28 students) and from exceptional education schools, 2 classes for case group and other 2 classes for control group were assigned randomly with post-test and pre-test and control group design. At first, the school achievement questionnaire and Vineland social maturity test were executed as a pre-test in both groups. Afterwards, each case and control groups were taught as cooperative method and direct instruction, respectively for 10-45minute sessions. After teaching a post-test using the questionnaires were taken from both groups. The collected data were analyzed using SPSS-16 software program and the independent T-test- for differences between the means.