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The adoption of the International Convention on the Rights of Persons with Disabilities is a historical momentum for disabled persons and their associates, as well as ODA workers in the development cooperation field all over the world. For the last two decades, persons with disabilities, their associates and professionals working in this field have promoted their human rights, equality, nondiscrimination and full participation. This Convention is beyond the concept of non-discrimination, and it is very comprehensive in its structure, scope and coverage, promoting developmental activities too in order to realize disabled people’s socio-economic rights. Furthermore it calls for international and regional development cooperation. Prior to its adoption, in September 2000 at the Millennium Summit the Member States of the Untied Nations issued the Millennium Declaration, committing themselves to a series of development targets, most of which are to be achieved by 2015. Known as the Millennium Development Goals (MDGs), they represent a framework for achieving sustainable and "just" human development through broadening the benefits of development for all categories individuals, women and men, the poor and the rich, the disabled and the non-disabled. The very first goal of the MDG is the eradication of extreme poverty and hunger. Poverty is both a cause and consequence of disability. Poverty and disability reinforce one another. Thus, it is necessary to ensure that persons with disabilities be an integral part of efforts to achieve MDGs, particularly in the areas of poverty alleviation, primary education, gender, employment and international development cooperation. In the Asian and Pacific region, the United Nations Economic and Social Commission for Asia and the Pacific (ESCAP) has proclaimed two decades of disabled persons 1993-2002, and 2003-2013 (to which Iran became a signatory in 1994), and promoted the inclusive, barrier-free and rights-based society for persons with disabilities, together with a regional guidelines composed of several priorities and implementation mechanisms (including poverty alleviation of persons with disabilities, and regional and inter-regional cooperation).This article describes, form development cooperation perspective, the developmental characteristics of the Convention and highlights the convergence among the Convention, MDGs and the ESCAP decade’s goals contained in the Biwako Millennium Framework for Action (BMF).

Objectives: Some studies have recognized factors that are effective on academic achievement. The aim of the present study was to determine the relationship among personality factors, motivational strategies and achievement goals in predicting academic achievement of 2nd grade high school intellectually disabled students in Tehran Province.

Methods: In present correlation study, 200 intellectually disabled students (126 females and 74 males) in 2nd grade high school selected randomly by stratified sampling method from Tehran Province. Subjects completed Big Five Factor Personality Inventory (NEO-FFI), Motivational Strategies for Learning Questionnaire (MSLQ) and Achievement Goals Questionnaire-Revised (AGQ-R). Data analysis was based on stepwise regression analysis method.

Results: As personality factors, openness and being conscientiousness were correlated positively. In motivational strategies, effort regulation, help seeking and self-efficacy correlated positively, also mastery-approach and performance-avoidance goals in achievement goals orientation showed positive correlation (P<0.05). Neuroticism, test-anxiety and academic achievement were correlated negatively (P<0.01). It can be explained that 44% of variations in academic achievement are due to self-efficacy, Being conscientiousness, mastery-approach goal and neuroticism (P<0.05). Self-efficacy had the most contribution in predicting academic achievement of students (P<0.01).

Discussion: Paying attention to the variables such as: personality (being conscientiousness and neuroticism), motivational (self-efficacy) and achievement goals orientation (mastery-approach goal) have crucial role in predicting academic achievement in students with intellectual disability.

Objectives: Feeding is an essential function which affects quality of life of the intellectually disabled (ID) persons. Approximately 80% of the severe and profound mentally retarded population have some feeding difficulties. This study aimed to determine the prevalence of feeding problems in children with ID.

Methods: In this cross-sectional descriptive study, 144 individuals with Intellectual Disability referred to speech and language pathology clinic were included using random sampling. To gather the data, Screening Tool of feeding Problems (STEP) was used. Dِata analysis was done through SPSS.

Results: The findings of the study indicated that all subjects were somehow involved with feeding problems. The results also show that mean score of problem in feeding skills (2.41) are most prevalent and aspiration risks (0.37) are of less prevalence among the subjects. Analyses revealed that gender and level of ID severity are effective factors in feeding problems.

Discussion: Our study indicates that in children with ID, eating problems are more prevalent than previously reported. The importance of these data is further underscored by the fact that the majority of these feeding problems had not been previously identified.

Objectives: The aim of the present study was to reconstruct determining validity, and score The Stanford Diagnostic Reading Test fourth edition (SDRT4) in the sixth grade students.

Methods: The population of the study was all sixth grades of the 19 educational districts from Tehran, 571 students (255 boys and 316 girls) were selected by using a random multi-cluster sampling. The data were analyzed. The techniques were item analysis (difficulty index, discriminative index, and loop techniques). Validity, translation validity, content validity, and construct validity (factorial analysis), and reliability (Kuder-Richardson).

Results: The exploratory factor analysis determined five factors: declarative knowledge, inferential knowledge, procedural knowledge and visualization knowledge. The reliability of the Stanford diagnostic Reading Test’s subtests by computing the Kuder-Richardson coefficient were 0.778, 0.732 and 0.748 for comprehension subtest, vocabulary subtest and scanning subtest in order.

Discussion: By considering the results of present study, SDRT4 has good reliability and validity and can appropriately diagnose the reading disabled students in the sixth grade.

Objectives: The aim of present study was to determine the effectiveness of conceptual map training method on the achievement of social-economic skill course in male students with intellectual disability.

Methods: This study was semi-experimental and 34 male students with intellectual disability who were educating in 3rd grade at pre-professional level in high school selected randomly from Talash Exceptional Center in Tabriz City. Their academic achievement in social-economic skill course were assessed by teacher-made and performance tests. Subjects were assigned in control and experimental groups randomly and equally. Experimental group participated in 8 sessions and were trained by conceptual map method for one month (8 sessions 2 sessions weekly). At the end of eightieth session and one month later, subjects answered to teacher-made and performance tests again. Data were analyzed by analysis of covariance.

Results: Findings showed that the conceptual map training method had positive effect on achievement of social-economic skill in students (P<0.01). But, its effectiveness wasn’t persistent after one month in follow-up test.

Discussion: Regarding to positive effects of conceptual map training method on meaningful learning, it seems as an effective method for intellectually disabled male students who require deep learning to understand the content of their lessons.

Objectives: Altered movement strategy and postural control has been observed in Low Back Pain (LBP) patients. Objective of this study was to determine postural response following support surface translation, also correlations between postural response related measures and disability caused by LBP.

Methods: 20 healthy subjects and 20 patients with recurrent non specific LBP participated in this study. They were instructed to stand on a moveable platform with each foot placed on a separate force plate. Platform was translated backward. Center of pressure (CoP) displacement data was derived and used for calculation of postural parameters. Reaction time, Latency, mean initial Velocity and peak displacement were used as measures of postural stability. Disability was assessed by the Oswestry Disability index (ODI) and Roland-Morris disability questionnaire (RMDQ). Correlation between balance and disability measures were assesed using Pearson’s correlation coefficient.

Results: Subjects with LBP had delayed reaction time, prolonged Latency and slower velocity compared to healthy subjects. Also, correlation between CoP measurments and physical function were poor.

Discussion: This study reveald altered postural response against purturbation in patients with LBP and no association between CoP measures and disability.

Objectives: The aim of this study was to examine the effects of consecutively supervised core stability training on postural control and functional disability in female patients with non-specific chronic low back pain.

Methods: Twenty nine female participants with non-specific chronic low back pain participated in the study. They were randomly divided into two groups: experimental group (10 days consecutively core stability exercises under physical therapist’s supervision) and control group (without intervention). Before and after the intervention, stability situations, pain intensity and functional disability were assessed with Biodex, visual Analogue Scale, Oswestry and Quebec questionnaire scales respectively. Data were analyzed by using statistical methods, independent T test and ANCOVA.

Results: The study results indicated no statistically significant differences in all variables except age between two groups before intervention. Analysis by ANCOVA showed a significant difference in disability, pain intensity, Overall Stability Index with Double Leg Eyes Closed, Anterior-Posterior Stability Index with Double Leg Eyes Closed and Medio-Lateral Stability Index with Double Leg Eyes Closed scores between two groups after intervention. However, other variable differences were not significant while these changes were greater in the intervention group.

Discussion: The present study indicates that consecutively supervised core stability training is an effective approach in pain relief and improving postural control in female patients with non-specific chronic low back pain.

Objectives: The aim of present study was determining the level of satisfaction and its relative factors among parents of mentally retarded children using the services of private rehabilitation centers.

Methods: This was a descriptive-analytical study that was conducted on parents of 150 mentally retarded children, who were selected by quota sampling from eight private rehabilitation centers in Tehran. Questionnaires were used to collect data, and correlation tests, independent t-test, and one-way analysis of variance were utilized to analyze data.

Results: Upon the results, overall 88% of participants expressed their satisfaction. The major related factors were the behavior of managers and employees, receiving training for follow-up rehabilitation and education programs for the child at home, and the child's progress. The factors related to dissatisfaction included nutrition services, physical condition of the center and lack of parental participation in decision- making on matters related to the child. A significant relationship was found between parental satisfaction and family size, father's job, and the number of other disabled people in the family.

Discussion: According to the findings, it seems that patient satisfaction is also affected by the behavioral aspects of care, in addition to the technical aspects. Considering the humans’ need for respect and compassion and the sense of being valuable, this finding could be anticipated. The managers of private rehabilitation centers, for attracting and retain clients, need to pay attention to the factors which have impact on service users’ satisfaction.

Objectives: Verbal self-instruction strategy is one of the useful techniques for treating individual with learning disability. The purpose of the present study was to determine the effect of Verbal Self-instructional Package on the social competence of students with learning disability.

Methods: The study was done in a quasi-experimental research and pre-test, post-test design with control group. The population included all male students with learning disability who were studying in two learning disability centers of Hamedan City from 3^rd grade to 5^th grade. The participants included of 40 male students diagnosed with learning disability who were selected through convenience sampling method and were placed in control group and experimental group (20 students in each group). The verbal Self-instructional Package was held for 8 sessions in a month (2 sessions per week) for experimental group. To collect data, the pre-test and post-test scores of Social Competence Questionnaire were used.

Results: The findings of multivariate analysis of covariance showed that Verbal Self-instructional Package significantly affects social competence and it’s components cognitive skills and abilities, behavioral skills, emotional competence and set of motivations and expectations in students with learning disability.

Discussion: Using verbal self-instruction can enhance the social competence of students with learning disability, Thus it is recommended to use this adjusted package in schools and psychological clinics for these students.

Objectives: This study intended to examine the effectiveness of mindfulness-based cognitive therapy on moderating maladaptive schemas and affective control in students suffering from learning disabilities.

Methods: This experimental research was conducted using pretest-posttest and a control group. The population included all the female students who  were studying in the Koohdasht's middle schools (academic year: 2012-2013). The sample included 40 female students suffering from learning disabilities who had been randomly selected out of Koohdasht's middle school students after identification and a structured clinical interview and  they were put into experimental  and control groups (20 students each group). For data collection, Affective Control Scale and Young Schema Questionnaire were used.

Results: The results of multivariate covariance analysis showed that mindfulness-based cognitive therapy has significantly decreased maladaptive schemas, depression, anxiety, and anger in subjects (P<0.001).

Discussion: This finding represents important implications regarding education and mental health improvement in exceptional students. Therefore, it is recommended to use this  therapeutic  package in schools and clinics as a supplement to other therapies in order to decrease negative emotions and to prevent formation of maladaptive schemas in these students.

Objectives: Emotional intelligence skills begin at home, and with positive interactions with parents and other children. Parents can help children recognize their emotions, name them, and learn how to respect their feelings and adapt to social situations. The aim of the present study was to investigate the effectiveness of emotional intelligence training on the communication skills of students with intellectual disabilities.

Methods: This study was quasi-experimental, with a pre-test, post-test design and a control group. The sample consisted of 32 educable students with intellectual disabilities (14-18 years old).

Results: The results showed that the intervention program had created a significant difference between the scores of the experimental and control groups (P<0.05), and that the scores for communication skills were increased, both post-test and also in the experimental group follow-up (P<0.05).

Discussion: Emotional intelligence training enhanced the communication skills of students with intellectual disabilities. Teachers, professionals, and clinicians could use these training in their practices.

Objectives: The aim of this research is designing a computerized program, in game format, for working memory training in mild intellectual disabled children.

Methods: 24 students participated as test and control groups. The auditory and visual-spatial WM were assessed by primary test, which included computerized Wechsler numerical forward and backward sub- tests, and secondary tests, which contained three parts: dual visual-spatial test, auditory test, and a one-syllable word recalling test.

Results: The results showed significant differnces between working memory capacity in the intellectually disabled children and normal ones (P-value<0.00001). After using the computerized working memory training, Visual-spatial WM, auditory WM, and speaking were improved in the trained group. The mentioned four tests showed significant differences between pre-test and post-test. The trained group showed more improvements in forward tasks. The trained participant’s processing speed increased with training.

Discussion: According to the results, comprehensive human-computer interfaces and the aplication of computer in children training, especially in traing of intellectual disabled children with impairements in visual and auditory perceptions, could be more effective and vaulable.

Objectives: Multimedia messages are designed considering how the human brain functions as opposed to other forms of media that are not planned accordingly. They are likely to lead to more effective and meaningful learning. In the cognitive theory of multimedia learning, it is assumed, firstly, that the human information processing system has two separate channels for processing: visual and auditory. 
Methods: This research is an applied one in terms of objective. A pretest and posttest, with a control group, research design for the collection of data also makes it a quasi-experimental one. The statistical population included all educable, mentally retarded students in grades two and three of elementary schools in Qasr-e Shirin in the academic year 2014-2015. Twelve students were selected through accessible sampling method and were randomly assigned into control and experimental groups. 
Results: The results showed that the implementation of multimedia training is effective in the development of self-help and life skills of educable, mentally retarded students. 
Discussion: The findings indicated that multimedia education can be used to develop self-help and life skills along with traditional methods.  

Objectives: Studies around the world have shown that having a child with disability impacts a mother’s time use. The purpose of this study was to compare the time use of mothers of children with Autism Spectrum Disorder (ASD) with mothers of typically developing children.
Methods: Eighty-four Iranian mothers (42 with ASD children and 42 with typically developing children) completed the Mothers’ Time Use Questionnaire (MTUQ).
Results: Mothers of ASD children spent more time doing childcare activities (P<0.001), but no significant differences were found in time spent in self-care, rest/sleep, leisure, household chores, job or social participation activities. Furthermore, quality and enjoyment of daily activities were significantly lower in mothers of children with ASD compared to mothers of typically developing children.
Discussion: Mothers of ASD children are more prone to having an imbalanced life. Hence, there is a need for occupational therapists to work in partnership with mothers to support their occupational engagement and life satisfaction.

Objectives: The study aims to investigate the effectiveness of Cognitive-Behavioral Play Therapy (CBPT) on the self-esteem of children with intellectual disability.
Methods: Pre-test and post-test, control group, quasi-intervention design was adopted for the study. The study sample consisted of 40 children conveniently selected based on the inclusion and exclusion criteria from among educable intellectually-disabled children in two care centers for children with special needs in Tehran, who were randomly assigned into intervention and control groups. In both the groups, the pre-test was conducted by the Cooper-smith Self-Esteem Inventory (CSEI) and then for the intervention group, CBPT sessions were performed in 12 sessions of 60-minute each (two days a week). The post-test was also administered to both the groups after intervention. The data obtained were analyzed using independent t-test and Levine's test by SPSS software.
Results: Self esteem was observed to be significantly increased in the intervention group (P<0.01) as compared with the control group.
Discussion: It seems that play therapy is an effective method to increase self esteem in children with intellectual disability. Therefore, educators and teachers are advised to use this method as an adjunctive therapy for such children in rehabilitation centers and schools.