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Iranian Rehabilitation Journal، جلد ۱۶، شماره ۱، صفحات ۹۱-۱۰۲
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| عنوان فارسی |
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| چکیده فارسی مقاله |
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| کلیدواژه‌های فارسی مقاله |
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| عنوان انگلیسی |
Comparison of Behavioral Problems and Skills of 7-12-Year-Old Students With a Physical/Motor Disability at Mainstream aewnd Special Schools |
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| چکیده انگلیسی مقاله |
Objectives: This study aimed to compare the behavioral problems and abilities of 7-12-year-old students with a physical/motor disability at mainstream and special schools. Methods: The data in this comparative (cross sectional-analytic) study were collected using total population sampling, A sample of 247 students with a physical/motor disability including 153 students (67 females and 86 males) at special schools and 94 students (41 females and 53 males) at mainstream schools participated in this study. Data were collected using the Teacher and Parents versions of the child's Strengths and Difficulties Questionnaire (SDQ). Each version includes five aspects, namely, emotional symptoms, conduct problems, attention deficit / hyperactivity disorder, peer relationship problems for measuring behavioral problems and the Prosocial Behaviors Questionnaire for estimating behavioral skills. Data analysis was performed using non-parametric Man-Whitney U and Kruskal-Wallis tests. Results: Students with a physical/motor disability studying at mainstream schools significantly differed from those studying at special schools in terms of behavioral problems (P< 0.05). The obtained mean scores revealed that the students' behavioral problems were less frequent at mainstream schools and more common at special schools. Based on teachers' viewpoints, there was a significant difference in behavioral skills among students with a physical/motor disability at mainstream and special schools. However, according to parents, there was no significant difference in behavioral skills between students at both schools. Discussion: Our data demonstrate that behavioral problems of students with a physical/motor disability are fewer in mainstream schools indicating stronger behavior skills than their peers in special schools. In view of our data, we recommend the possibility of integrating the education of special needs students at regular schools. |
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| کلیدواژه‌های انگلیسی مقاله |
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| نویسندگان مقاله |
طاهره هندی | tahereh hendi
department of psychology and education of exceptional children, university of social welfare and rehabilitation sciences, tehran, iran.
سازمان اصلی تایید شده: دانشگاه علوم بهزیستی و توانبخشی (University of social welfare and rehabilitation sciences)
ساحل همتی گرکانی | sahel hemmati garakani
pediatric neurorehabilitation research center, university of social welfare and rehabilitation sciences, tehran, iran.
سازمان اصلی تایید شده: دانشگاه علوم بهزیستی و توانبخشی (University of social welfare and rehabilitation sciences)
نرگس ادیب سرشکی | narges adibsereshki
department of psychology and education of exceptional children, university of social welfare and rehabilitation sciences, tehran, iran.
سازمان اصلی تایید شده: دانشگاه علوم بهزیستی و توانبخشی (University of social welfare and rehabilitation sciences)
رباب تیموری | robab teymouri
pediatric neurorehabilitation research center, university of social welfare and rehabilitation sciences, tehran, iran.
سازمان اصلی تایید شده: دانشگاه علوم بهزیستی و توانبخشی (University of social welfare and rehabilitation sciences)
سمانه حسین زاده | samaneh hosseinzadeh
department of biostatistics, university of social welfare and rehabilitation sciences, tehran, iran.
سازمان اصلی تایید شده: دانشگاه علوم بهزیستی و توانبخشی (University of social welfare and rehabilitation sciences)
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| نشانی اینترنتی |
http://irj.uswr.ac.ir/browse.php?a_code=A-10-255-7&slc_lang=en&sid=en |
| فایل مقاله |
اشکال در دسترسی به فایل - ./files/site1/rds_journals/170/article-170-568739.pdf |
| کد مقاله (doi) |
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| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
کودکان استثنایی |
| نوع مقاله منتشر شده |
پژوهشی |
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