Volume 16, Issue 1 (March 2018)                   IRJ 2018, 16(1): 91-102 | Back to browse issues page

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1- Department of Psychology and Education of Exceptional Children, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
2- MD Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
3- Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
4- Department of Biostatistics, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Abstract:   (146 Views)
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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Type of Study: Original Research Articles | Subject: Exceptional Children
Received: 2017/04/14 | Accepted: 2017/08/2 | Published: 2018/03/1

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