bluuebunny/crossref_metadata_2025 huggingface dataset:
Inegalites De La Malnutrition Infantileau Senegal : Analyse Comparative Entre Milieux Urbain Et Rural
Authors: SECK Alioune Badara
Published: January 2025

Mots-clés : inégalités, malnutrition infantile, retard de croissance, bien-être familiale.
Résumé
L’objectif de cette recherche est d’analyser les facteurs explicatifs des disparités de la malnutrition
infantile au Sénégal en milieux urbain et rural. À partir des données de l’enquête EDS de 2018,
nous utilisons le modèle microéconomique de bien-être familial de Becker (1962). Les résultats de
nos estimations révèlent qu’en milieu urbain les facteurs de risque liés au retard de croissance des
enfants sont : les naissances multiples, l’intervalle inter génésique, l’accouchement par césarienne,
l’âge et le niveau d’instruction faible de la mère. Toutefois, en milieu rural au-delà des naissances
multiples, de l’intervalle inter génésique, de la faiblesse de l’âge de la mère et des rangs de
naissance élevés, s’y ajoutent : l’assistance de l’accouchement par un personnel de santé non
qualifié, la taille à la naissance de l’enfant supérieure à la moyenne, un niveau de vie faible du
ménage et l’usage de toilettes non assainies. La principale implication des résultats est un
renforcement de la surveillance médicale des groupes vulnérables, des politiques d’espacement des
naissances ainsi que des campagnes de sensibilisation pour inciter davantage les femmes à
accoucher dans une structure sanitaire.
inégalités, malnutrition infantile, retard de croissance, bien-être familiale.
Exploring Innovations, Sustainability and Future Opportunities in Semiconductor Technologies
Authors: Yeboah Luckman Aborah , Oppong Peter Agyemang , Malik Ayinawu Abdul , Acheampong Prince Sarfo , Morgan Joseph Arko , Addo Rose Akua Adwubi , Henyo Boris Williams
Published: January 2025

Semiconductor technology is the backbone of modern innovations, propelling technological advancements in industries such as electronics, renewable energy, telecommunications, and health-related fields. This review expatiates the fundamental properties and working principles of semiconductor materials that determine device performances, while also tracing the historical trajectory of these technologies from the inception of the transistor to pioneering developments, such as tunnel gate transistors and 2D materials like graphene. Specific challenges such as material constraints, manufacturing complexities, and environmental impacts are highlighted. In response to such challenges, measures for the improvement of sustainability, energy saving, and waste minimization in production are discussed. The research also responds to the extended effects of globalization, including the disruptions like COVID-19 pandemic, on supply chain and emphasizes on the importance of developing resilient production frameworks for future growth. Additionally, this work highlights emerging technologies, including quantum computing, artificial intelligence integration, and nanotechnology, which are poised to redefine data processing and storage. The research vindicates the necessity of innovation and sustainability as the key motivators for enhancing the capabilities of semiconductors and global technology.
Correlation between Toe Spread and Toe Hold Pressure: Influence of Flip-Flop Strap Design
Authors: Rao Shreya , Edwards William , Cochran Julian
Published: January 2025

Background: Every year 9 million diabetics develop foot ulcers (DFU) and 1 million of these will result in an amputation every year resulting in a significant disability burden. Footwear design has been implicated as a major cause of these ulcers resulting in international guidelines recommending specialized protective footwear for diabetics. Unfortunately, in low- and middle-income countries (LMIC), where 80% of diabetics reside, sandals or flip-flops are primary footwear as they are affordable. Studies on flip-flops have focused on plantar pressure and ulcers even though evidence supports that 50% of ulcers are caused by straps on the dorsum of the foot particularly at the toehold. Strap redesign, as evidenced by rolled inner seam (RIS) vs standard straight edge straps, has been shown to reduce pressure on the dorsum of the foot.

Objective: This study aims to understand the relationship between toe spread and toehold pressure as toe spread is a modifiable factor in flip-flops by adjusting the thickness of toe posts in the strap. Further, it aims to validate findings from a smaller sample size prior study that RIS design resulted in lesser pressure at the toehold when compared to standard straight edge design.

Methods: This cross-over study recruited sixteen patients with 64 measures recorded for toehold pressure during a 5-step walking trial. Toes spread was measured by uploading still images to a convolutional neural network keypoint implementation algorithm which marked the midpoints of the great and second toes and measured the distance between them. Pearson correlation and linear regression models were used to assess the relationship between toe spread and toe hold pressure across and within each flip-flop design. Additionally, a t-test was conducted to compare toehold pressures between the two designs to validate prior study findings.

Results: Overall, there was a very weak correlation (r=-0.322) between toe spread and toehold pressure. Regression analysis showed toe spread accounted for a modest variance (R² = 0.104) in toehold pressure overall, with straight edge design showing a slightly stronger association (R² = 0.121) compared to RIS design (R² = 0.022). The t-test validated prior study findings of a statistically significant difference in toehold pressure between RIS and standard straight edge designs, with RIS resulting in lower pressures at the toehold.

Conclusion: Toe spread minimally impacts toehold pressure, suggesting further investigation is needed. However, the Rolled Inner Seam (RIS) design effectively reduces toehold pressures and should be adopted in flip-flop manufacturing to potentially mitigate foot ulcer risks in diabetic populations.
Effectiveness of Yoga-Based Interventions on Vascular Health: A Comprehensive Review
Authors: Pundir Megha , Das Monalisa , Shanker Yadav Vijay , Patra Sanjib
Published: January 2025

Background: Yoga is increasingly recognized as a complementary approach to manage cardiovascular health, particularly in reducing risk factors associated with cardiovascular diseases. While numerous studies suggest that yoga may positively influence vascular health, further synthesis is necessary to understand its efficacy fully.

Objectives: This systematic review aims to evaluate the effectiveness of yoga interventions in managing cardiovascular risk factors, with a focus on hypertension, heart rate variability, lipid profiles, and other related cardiovascular outcomes.

Methods: Various electronic databases were searched for studies assessing the impact of yoga on cardiovascular health. Inclusion criteria encompassed randomized controlled trials and observational studies that analyzed changes in cardiovascular risk factors following yoga interventions. Data were extracted and analyzed for key outcomes related to holistic health changes caused by yoga practice.

Results: Preliminary findings indicate statistically significant improvements in blood pressure, heart rate, and lipid profiles among participants engaged in structured yoga programs compared to control groups. Specific outcomes include a substantial reduction in systolic and diastolic blood pressure, as well as favorable changes in total cholesterol and triglyceride levels.

Conclusion: Yoga interventions demonstrate promise as beneficial adjunct therapies for managing cardiovascular health.​ Although current evidence supports the positive impact of yoga on key cardiovascular risk factors, further high-quality, large-scale clinical trials are necessary to confirm these outcomes and ascertain the mechanisms underlying yoga's effects on vascular health. Integrating yoga into conventional cardiac rehabilitation programs could enhance overall patient outcomes.
Trends in Pancreatic Cancer Related Mortality: A Retrospective Analysis using CDC WONDER Database
Authors: Duseja Nikhil , Ul Eman Maryam Kanz , Azam Ghufran , Uzair Muhammad , Ali Ashraf Danish , Ibrahim Sheheryar , kaleem Ahmed Fatima , ul Haq Inzamam , Rizvi Sabah , Murtaza Aiman , Mushtaq Khosa Warda , Raza Ali , Farhan Hasnain , Mushtaq Khosa Maha
Published: January 2025

Background: Pancreatic cancer is 8th most prevalent cancer in the United States with a very high mortality rate. Understanding the epidemiology of Pancreatic cancer is important in identifying the causes and developing preventive strategies.

Methodology: Data from the death certificates spanning from 1999-2020, sourced from CDC WONDER (Centers for Disease Control and Prevention Wide-Ranging Online Data for Epidemiologic Research) was analyzed. To quantify national annual trends in pancreatic cancer-related mortality, the Joinpoint Regression Program was used to determine the annual percent change (APC) with 95% CI in age-adjusted mortality rates (AAMRs) per 100,000 people for all ages stratified by year, gender and regions.

Results: Pancreatic neoplasm claimed about 847,589 lives across all age groups in the US from 1999-2000. The AAMR for pancreatic cancer peaked at 2020 with 11.7 [APC 0.2275 95% CI: 11.6-11.8]. The AAMR for pancreatic cancer-related deaths was 11(95%CI: 10.9=11.1) in 2003 and it increased to 11.3(95%CI: 11.2-11.3) in 2006 (APC 0.87* 95%CI: 11.2-11.4). Men had consistently higher AAMRs than women across all age groups throughout the study period of 1999-2000 (overall AAMR men: 13.2 (95% CI: 13.1-13.2); overall AAMR women: 9.9 (95% CI: 9.9-10)). Geographically; the lowest mortality was displayed by the Western regions (AAMR 10.5, 95% CI: 10.2-10.7), followed by Southern (AAMR 11.1, 95%CI: 10.9-11.4), followed by Midwestern (AAMR 11.7, 95%CI: 10.9 -11.4), followed by Northeast region (AAMR 11.9, 95%CI: 11.6-12.1).

Conclusion: We observed an overall annual increase in mortality trends related to pancreatic cancer especially in men and certain regions like Northeast region of the United States. These results emphasize the immediate necessity for a comprehensive strategy to address this lethal illness, encompassing breakthroughs in medical research, focused public health initiatives, and extensive governmental reforms.
Differentiated Instruction Strategies for Students with Learning Disabilities
Authors: Rahimi Hasan
Published: January 2025

The objective of this study was to explore and identify effective differentiated instruction (DI) strategies for students with learning disabilities in mainstream educational settings. This qualitative research involved semi-structured interviews with 21 participants, including general education teachers, special education teachers, and educational administrators from an urban school district. Participants were selected through purposive sampling, ensuring a diverse representation of educators with extensive experience in teaching students with learning disabilities. Data collection continued until theoretical saturation was achieved. Thematic analysis was conducted to identify patterns and themes related to DI strategies, perceived effectiveness, implementation challenges, and support mechanisms. The study identified several key DI strategies, including differentiated content, process, product, and environment, along with the integration of technology. These strategies were reported to enhance student engagement, academic achievement, and social-emotional development. However, significant challenges such as time constraints, limited resources, and the need for professional development were highlighted. Support mechanisms, including professional development opportunities, collaborative practices, administrative backing, community resources, parental engagement, and technological support, were identified as crucial for successful DI implementation. Differentiated instruction is an effective approach to addressing the diverse needs of students with learning disabilities, promoting inclusivity and improving educational outcomes. Despite its benefits, the successful implementation of DI requires addressing substantial challenges through targeted support mechanisms. Future research should focus on expanding the sample size, exploring long-term impacts, and investigating the role of technology in DI. Practical recommendations include enhancing professional development, fostering collaboration, securing administrative support, engaging community resources, and increasing parental involvement.
Enhancing Emotion Regulation and Critical Thinking in Hearing-Impaired Individuals through Sensory Integration Therapy: A Randomized Controlled Trial
Authors: Longo Veronica , Morsali Sorosh
Published: January 2025

This study aimed to evaluate the effectiveness of Sensory Integration Therapy (SIT) in improving emotion regulation and critical thinking skills in individuals with hearing impairments. A randomized controlled trial was conducted with 30 participants (15 in the intervention group receiving SIT and 15 in the control group). The intervention consisted of ten 75-minute SIT sessions over a two-month period. Emotion regulation and critical thinking were measured at three time points: pre-intervention, post-intervention, and two-month follow-up, using the Difficulties in Emotion Regulation Scale (DERS) and Watson-Glaser Critical Thinking Appraisal (WGCTA), respectively. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests. Significant improvements in emotion regulation were observed in the intervention group from pre-intervention (M = 95.45, SD = 12.78) to post-intervention (M = 81.32, SD = 11.45), and maintained at follow-up (M = 82.67, SD = 12.01). The control group showed no significant changes. For critical thinking, the intervention group’s scores increased significantly from pre-intervention (M = 28.67, SD = 5.23) to post-intervention (M = 36.78, SD = 4.89), and remained high at follow-up (M = 35.54, SD = 4.67). The control group’s scores did not change significantly. ANOVA results indicated significant main effects for time and group for both variables (p < .001), with significant interaction effects (p < .001). Sensory Integration Therapy significantly improves emotion regulation and critical thinking in individuals with hearing impairments, with effects sustained over a two-month follow-up. These findings support the use of SIT as an effective intervention for enhancing cognitive and emotional skills in this population.
Enhancing Collaboration Between Schools and Mental Health Services
Authors: Saadati Nadereh
Published: January 2025

The intersection of education and mental health is a critical arena that demands robust collaboration between schools and mental health services. The importance of this collaboration cannot be overstated, as schools play a pivotal role in the early identification and intervention of mental health issues among students. This letter aims to highlight the significance of enhancing collaboration between educational institutions and mental health services, drawing on recent research and practical examples to underscore its necessity and potential benefits. Thus, enhancing collaboration between schools and mental health services is essential for addressing the complex mental health needs of students. By adopting collaborative models, empowering school personnel, addressing barriers, building social capital, and implementing reflective practices, schools can create a supportive environment that promotes student well-being. The integration of mental health services within the educational setting not only facilitates early identification and intervention but also ensures that students receive the comprehensive support they need to thrive academically and emotionally. As we continue to explore and implement strategies for effective collaboration, it is imperative that we prioritize the mental health of our students, recognizing that their well-being is fundamental to their overall development and success.
The Role of Neurofeedback in Managing Behavioral Issues in Children with Exceptional Needs
Authors: Sarzehi Ali , McDonnell Maura
Published: January 2025

This study aims to explore the role of neurofeedback in managing behavioral issues in children with exceptional needs. This qualitative research employed a phenomenological approach to gain deep insights into participants' experiences. A purposive sampling strategy was used to select 20 participants, including 8 parents, 5 neurofeedback practitioners, 4 educators, and 3 pediatric psychologists/psychiatrists. Data were collected through semi-structured interviews, which were audio-recorded and transcribed for analysis. Thematic analysis was conducted to identify and develop key themes from the data, ensuring credibility and reliability through member checking and peer debriefing. The study identified significant improvements in children's attention, emotional regulation, social interactions, academic performance, and overall well-being following neurofeedback therapy. Participants reported enhanced focus, reduced tantrums, better peer relationships, improved grades, and increased energy levels. Challenges included accessibility issues, therapy duration, individual differences in response, and technical difficulties. These findings align with previous studies demonstrating the efficacy of neurofeedback in managing behavioral issues in children with ADHD, ASD, and other developmental disorders. Neurofeedback shows promise as an effective intervention for managing behavioral issues in children with exceptional needs. However, challenges such as accessibility, therapy duration, and technical difficulties need to be addressed. Future research should focus on larger, more diverse samples, control groups, and long-term effects. Practical recommendations include increasing accessibility, tailoring treatment plans, and integrating neurofeedback with other therapeutic approaches for holistic child development.
The Role of Parental Scaffolding in the Language Acquisition of Children with Developmental Delays: A Qualitative Study
Authors: Di Corrado Donatella
Published: January 2025

This study investigates the role of parental scaffolding in supporting language acquisition among children with developmental delays. Qualitative methods were employed to capture in-depth perspectives from 25 caregivers of children aged 3 to 6 years with developmental delays. Semi-structured interviews were conducted to gather data on parental scaffolding practices. Data analysis followed a thematic approach, where transcripts were coded and themes related to responsive interactions, language modeling, and support strategies were identified. The findings underscored the significant impact of parental scaffolding on language acquisition. Responsive interactions, including prompting and encouragement, emerged as crucial in stimulating communication and fostering confidence in children. Caregivers’ effective modeling of language, through descriptive speech and vocabulary expansion, was associated with enhanced linguistic competence. Moreover, structured support strategies such as visual aids and routine establishment facilitated comprehension and communication clarity, mitigating challenges associated with developmental delays. In conclusion, parental scaffolding plays a pivotal role in enhancing language development in children with developmental delays. By adapting support strategies to meet the child’s needs and abilities, caregivers can effectively promote language skills crucial for cognitive, social, and academic growth. These findings underscore the importance of integrating evidence-based scaffolding practices into therapeutic and educational interventions to optimize language outcomes for this vulnerable population.
Cognitive Failures and Sense of Coherence as Predictors of Academic Resilience in Children with Speech Impairments
Authors: Vahidi Shoaib , Mardani Farzaneh
Published: January 2025

This study aims to investigate the relationship between cognitive failures, sense of coherence, and academic resilience in children with speech impairments. The objective is to determine how cognitive and psychological factors predict resilience in this population. A cross-sectional design was employed, involving 376 children with speech impairments, aged 8 to 12 years. Participants were recruited from special education centers and mainstream schools. Academic resilience, cognitive failures, and sense of coherence were measured using the Academic Resilience Scale (ARS-30), Cognitive Failures Questionnaire (CFQ), and Sense of Coherence Scale (SOC-29), respectively. Pearson correlation analysis examined the relationships between variables, and linear regression analysis determined the predictive value of cognitive failures and sense of coherence on academic resilience. Data analysis was conducted using SPSS version 27. Descriptive statistics indicated moderate levels of academic resilience (M = 78.45, SD = 11.32) among participants. Cognitive failures (M = 43.29, SD = 9.87) negatively correlated with academic resilience (r = -0.56, p < .001), while sense of coherence (M = 65.14, SD = 10.45) positively correlated (r = 0.63, p < .001). The regression model was significant (F(2, 373) = 173.27, p < .001), explaining 48% of the variance in academic resilience (R² = 0.48). Cognitive failures (B = -0.45, p < .001) and sense of coherence (B = 0.59, p < .001) were significant predictors of academic resilience. The findings underscore the significant roles of cognitive failures and sense of coherence in predicting academic resilience in children with speech impairments. Interventions targeting cognitive improvement and psychological support can enhance resilience, thereby promoting better academic outcomes. Future research should explore longitudinal trajectories and the effectiveness of specific interventions to further support these children.
Social Development in Gifted Children: Challenges and Opportunities
Authors: Abedi Ahmad
Published: January 2025

Gifted children, recognized for their exceptional intellectual abilities and advanced cognitive skills, often face unique challenges and opportunities in their social development. This letter aims to shed light on these complexities, exploring the factors that influence the social skills of gifted children and suggesting strategies for supporting their social growth. Continued research is vital to understand better the social development of gifted children and the effectiveness of various interventions. Studies focusing on diverse populations and contexts can provide insights into how different factors influence social outcomes. By building a robust evidence base, educators, parents, and policymakers can develop more effective strategies to support the social development of gifted children. The social development of gifted children is a multifaceted issue that requires a nuanced understanding of their unique challenges and opportunities. While gifted children may face difficulties in peer acceptance and social-emotional adjustment, they also possess advanced social skills and problem-solving abilities that can be harnessed to promote positive social interactions. Educators and parents play a crucial role in providing the support and interventions needed to nurture these skills. By adopting an equity-focused approach and implementing innovative strategies, we can ensure that gifted children thrive both socially and academically.
Empathy and Adaptive Behavior as Predictors of Neurodevelopmental Functioning in Adolescents with Autism Spectrum Disorder
Authors: Salehi Hazardera Saghar , Chikwe Chidinma
Published: January 2025

This study aims to investigate the predictive relationship between empathy, adaptive behavior, and neurodevelopmental functioning in adolescents with Autism Spectrum Disorder (ASD). Understanding how these factors interplay can inform targeted interventions to enhance the quality of life and developmental outcomes for this population. The study employed a cross-sectional design with a sample of 330 adolescents diagnosed with ASD, aged 12 to 18 years. Participants were assessed using the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) for neurodevelopmental functioning, the Interpersonal Reactivity Index (IRI) for empathy, and the Adaptive Behavior Assessment System, Third Edition (ABAS-3) for adaptive behavior. Data analysis included descriptive statistics, Pearson correlation, and linear regression using SPSS-27. Descriptive statistics revealed mean scores of 85.45 (SD = 15.23) for neurodevelopmental functioning, 52.30 (SD = 8.57) for empathy, and 70.12 (SD = 10.34) for adaptive behavior. Pearson correlation analysis showed significant positive correlations between neurodevelopmental functioning and both empathy (r = .56, p < .001) and adaptive behavior (r = .67, p < .001). The regression analysis indicated that empathy (β = .38, p < .001) and adaptive behavior (β = .52, p < .001) significantly predict neurodevelopmental functioning, explaining 55% of the variance (R² = .55, p < .001). The study findings highlight the significant roles of empathy and adaptive behavior in predicting neurodevelopmental functioning in adolescents with ASD. Interventions focusing on enhancing these areas could positively impact the overall development and daily functioning of individuals with ASD. Future research should utilize longitudinal designs to further explore these relationships and examine the effectiveness of targeted interventions.
The Impact of Emotional Maturity and Social Problem-Solving Abilities on Neurobehavioral Outcomes in Autistic Adolescents
Authors: Parsakia Kamdin
Published: January 2025

This study aims to investigate the predictive value of emotional maturity and problem-solving skills on neurobehavioral functioning in adolescents with autism. A cross-sectional design was employed, involving 282 adolescents aged 12-18 diagnosed with autism spectrum disorder (ASD). Participants were assessed using the Behavior Assessment System for Children, Second Edition (BASC-2) for neurobehavioral functioning, the Emotional Maturity Scale (EMS), and the Social Problem-Solving Inventory-Revised (SPSI-R). Pearson correlation analysis and linear regression were conducted using SPSS version 27 to examine the relationships and predictive power of emotional maturity and problem-solving skills on neurobehavioral functioning. Descriptive statistics revealed mean scores of 78.54 (SD = 10.37) for neurobehavioral functioning, 84.29 (SD = 12.51) for emotional maturity, and 81.75 (SD = 11.68) for problem-solving skills. Pearson correlation showed significant positive correlations between neurobehavioral functioning and emotional maturity (r = 0.45, p = 0.001), and problem-solving skills (r = 0.38, p = 0.005). Regression analysis indicated that emotional maturity (B = 0.32, p = 0.001) and problem-solving skills (B = 0.29, p = 0.005) significantly predicted neurobehavioral functioning, explaining 27% of the variance (R² = 0.27). The study demonstrates that higher levels of emotional maturity and problem-solving skills are associated with better neurobehavioral functioning in adolescents with autism. These findings underscore the importance of incorporating emotional and cognitive skill development in interventions to enhance neurobehavioral outcomes for this population. Future research should adopt longitudinal designs to explore these relationships over time and include diverse populations for broader applicability.
The Future of Robotics in Special Needs Education
Authors: Hemati Alamdarloo Ghorban
Published: January 2025

The integration of robotics in education has garnered increasing attention, particularly in the realm of special needs education. As technology evolves, so does its potential to enhance learning experiences for students with disabilities. This letter explores the current state and future prospects of using robotics in special needs education, drawing on recent research to highlight both the challenges and opportunities. The future of robotics in special needs education holds immense promise. By enhancing academic skills, boosting motivation and engagement, and supporting social and emotional development, robotics can significantly improve the educational experiences of students with disabilities. However, to realize this potential, it is essential to address the challenges related to design, accessibility, and educator training. Continued research and innovation will be crucial in ensuring that robotics can serve as an effective tool in special needs education, providing tailored support that meets the diverse needs of all students.
Social Support Networks and Mental Health in Gifted Students
Authors: Rostami Mehdi
Published: January 2025

This study aims to explore the impact of social support networks on the mental health of gifted students. The study utilized a qualitative research design with a phenomenological approach to capture the lived experiences of gifted students. Twenty-seven participants aged 12 to 18 were recruited from diverse educational settings through purposive sampling. Data were collected using semi-structured interviews, which provided in-depth insights into the participants' perceptions of social support and its impact on their mental health. The interviews were transcribed and analyzed thematically, with themes emerging through iterative coding and constant comparison until theoretical saturation was achieved. The findings revealed that emotional, academic, and peer support are critical for the mental health of gifted students. Family support, characterized by parental encouragement and emotional reassurance, and peer support, through empathetic friendships and social inclusion, were particularly significant. Teacher support also played a crucial role in addressing both academic and emotional needs. However, several barriers to support were identified, including stigma, lack of resources, overemphasis on achievement, peer competition, and reluctance to seek help. These barriers exacerbate feelings of isolation and stress, impacting the overall well-being of gifted students. Social support networks are essential in mitigating the challenges faced by gifted students and promoting their mental health. Creating inclusive and supportive environments in educational settings, addressing barriers, and providing targeted interventions can enhance the well-being of gifted individuals. Future research should focus on longitudinal studies and the intersectionality of giftedness with other demographic factors to develop comprehensive support strategies.
Long-Term Outcomes of Early Developmental Support Programs
Authors: Rizwan Muhammad
Published: January 2025

Early developmental support programs have long been recognized for their potential to significantly enhance the cognitive, social, and emotional development of children. These programs, which often combine educational, nutritional, and family support components, are designed to provide children, especially those from disadvantaged backgrounds, with the skills and resources needed for a successful start in life. This letter aims to highlight the long-term outcomes of early developmental support programs, drawing on recent research to emphasize their importance and effectiveness. Early developmental support programs are vital for fostering the cognitive, social, and emotional development of children, particularly those from disadvantaged backgrounds. These programs, which often integrate educational, nutritional, and family support components, have demonstrated significant long-term benefits, including improved academic achievement, reduced behavioral problems, and enhanced parental satisfaction. As research continues to underscore the importance of early intervention, it is crucial to invest in and expand these programs to ensure that all children have the opportunity to reach their full potential.
Exploring Professional Development Needs for Educators in Special Education
Authors: Aghajari Zohreh , Heydari Parvaneh
Published: January 2025

The objective of this study was to explore the professional development needs of educators in special education. This qualitative research employed a phenomenological approach to understand the lived experiences of 17 special education teachers. Participants were selected based on their diverse experiences and willingness to participate. Data were collected through semi-structured interviews, lasting between 45 to 60 minutes, either face-to-face or via video conferencing. The interviews were transcribed verbatim and analyzed using thematic analysis to identify key themes and subthemes related to the professional development needs of special education teachers. The data collection continued until theoretical saturation was reached. The study identified four main themes regarding professional development needs: Teaching Strategies, Emotional and Social Support, Professional Knowledge, and Collaboration and Advocacy. Under Teaching Strategies, educators highlighted the importance of individualized instruction, effective classroom management, differentiated learning approaches, technology integration, and collaboration with support staff. Emotional and Social Support needs included social skills training, emotional regulation, building relationships, fostering inclusion, crisis intervention, family engagement, and self-care for educators. Professional Knowledge emphasized understanding special education law and policy, disability awareness, evidence-based practices, assessment techniques, ongoing professional development, and curriculum adaptation. Collaboration and Advocacy focused on interdisciplinary teams, student advocacy, community partnerships, professional learning communities, and policy development. The findings underscore the multifaceted professional development needs of special education teachers, highlighting the necessity for tailored training programs that address specific instructional, emotional, social, and collaborative aspects.
Exploring the Identity Development of Teenagers with Learning Disabilities
Authors: Ghazalsaflou Mehdi
Published: January 2025

The objective of this study is to explore the identity development of teenagers with learning disabilities (LD). This qualitative research employed a phenomenological approach, utilizing semi-structured interviews to gather in-depth data from participants. Nineteen teenagers (10 males and 9 females) aged 13-18 years, diagnosed with LD and enrolled in special education programs at three urban high schools, were purposively sampled. The interviews, lasting 45 to 60 minutes each, were transcribed verbatim and analyzed using a thematic approach to identify key themes and subthemes. Four main themes emerged from the data: personal experiences, social interactions and relationships, self-perception and identity, and coping strategies and support systems. Participants reported significant academic challenges, leading to emotional distress and lowered self-esteem. Social interactions varied, with positive relationships providing crucial support and negative interactions exacerbating feelings of isolation. Identity development involved navigating dual identities and coping with internal conflicts. Effective coping strategies, such as seeking help and using assistive technology, contrasted with less adaptive methods like avoidance. Supportive family and educational environments were essential for positive identity development and emotional resilience. The study highlights the complex interplay of factors influencing the identity development of teenagers with LD. Academic challenges, social interactions, and coping strategies significantly impact their self-perception and overall well-being. The findings underscore the need for inclusive educational practices, supportive teacher-student relationships, and comprehensive mental health resources to foster positive identity formation and improve outcomes for adolescents with LD.
Parenting Strategies for Children with Developmental Delays: A Qualitative Study on Single Parents
Authors: Hojjati Marzieh , Mehdiabadi Parichehr
Published: January 2025

This study aimed to explore the parenting strategies, support systems, and coping mechanisms employed by single parents of children with developmental delays. A qualitative research design was adopted, involving semi-structured interviews with 23 single parents of children aged 2 to 12 years with diagnosed developmental delays. Participants were recruited through local support groups, online forums, and pediatric clinics. The data collection continued until theoretical saturation was achieved. Thematic analysis, following Braun and Clarke's framework, was used to identify key themes and subthemes within the data. The study identified three main themes: parenting strategies, support systems, and coping mechanisms. Key parenting strategies included routine establishment, positive reinforcement, adaptive techniques, communication strategies, and behavior management. Support systems encompassed family support, professional support, community resources, and financial assistance. Coping mechanisms highlighted were emotional resilience, social networks, personal time management, seeking knowledge, advocacy and empowerment, spirituality, and adaptability. Participants emphasized the importance of structured routines and positive reinforcement in managing their children's needs, while family and professional support were crucial in alleviating caregiving burdens. Effective coping mechanisms were essential for managing stress and maintaining well-being. Single parents of children with developmental delays employ a variety of effective strategies and support systems to navigate their unique challenges. Emotional resilience and social support networks play a critical role in their ability to cope with the demands of caregiving. These findings underscore the need for tailored interventions and resources to support single-parent families, highlighting the importance of flexible services, community resources, and advocacy efforts. Further research should focus on larger, more diverse samples and explore the impact of technological tools in supporting these parents.
Reducing Perfectionism and Enhancing Self-Worth: The Role of Self-Efficacy Training in Gifted Adolescents
Authors: Ghasemi Mohammadreza , Nejatifar Sara
Published: January 2025

This study aimed to evaluate the effectiveness of self-efficacy training in reducing perfectionism and enhancing self-worth among gifted high school students. A randomized controlled trial design was employed with 40 gifted high school students randomly assigned to either an intervention group (n = 20) or a control group (n = 20). The intervention group participated in an eight-session self-efficacy training program, while the control group received no intervention. Both groups were assessed at baseline, immediately post-intervention, and at a four-month follow-up. Perfectionism and self-worth were measured using validated scales. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests. The intervention group showed a significant reduction in perfectionism scores from baseline (M = 72.45, SD = 5.28) to post-intervention (M = 64.32, SD = 6.15) and follow-up (M = 66.89, SD = 5.92) compared to the control group, which showed no significant change. Similarly, self-worth scores in the intervention group increased significantly from baseline (M = 32.19, SD = 4.15) to post-intervention (M = 38.45, SD = 3.92) and follow-up (M = 36.98, SD = 4.20), whereas the control group showed no significant change. The ANOVA results indicated significant main effects of time (F(2, 76) = 27.12, p < .001) and group (F(1, 76) = 102.95, p < .001) for perfectionism, and time (F(2, 76) = 24.65, p < .001) and group (F(1, 76) = 111.30, p < .001) for self-worth, with significant interaction effects for both variables. Self-efficacy training is effective in reducing perfectionism and enhancing self-worth among gifted high school students. The positive effects were maintained at a four-month follow-up, suggesting the potential long-term benefits of such interventions in this population.
Emotional and Cognitive Effects of Long-Term Antipsychotic Medication Use: A Qualitative Study
Authors: Parsakia Kamdin
Published: January 2025

This study aimed to explore the emotional and cognitive effects of long-term antipsychotic medication use. By understanding these impacts, the study seeks to provide a comprehensive view of the lived experiences of individuals who have been on antipsychotic medications for extended periods, highlighting both the benefits and the potential challenges. A qualitative research design was employed using a phenomenological approach to capture in-depth personal experiences. A purposive sampling method recruited 26 participants who had been on antipsychotic medications for at least five years. Data were collected through semi-structured interviews, which were transcribed verbatim and analyzed using thematic analysis to identify common themes and patterns in the participants' experiences. The study achieved theoretical saturation, ensuring that no new themes emerged from the data. The analysis revealed four main themes: emotional impact, cognitive effects, daily functioning, and social interaction. Participants reported significant emotional blunting, including reduced pleasure and emotional responsiveness, alongside cognitive impairments such as memory deficits and diminished attention span. Challenges in daily functioning, such as difficulties in managing routine activities and occupational tasks, were prominent. Social interactions were also affected, with participants experiencing reduced social engagement, dependency on support networks, and stigma related to medication use. These findings are consistent with previous studies, underscoring the profound impact of long-term antipsychotic use on various aspects of life. Long-term use of antipsychotic medications, while essential for managing severe psychiatric conditions, is associated with significant emotional and cognitive side effects that impact patients' quality of life. Healthcare providers should be aware of these effects and engage in regular assessments and open communication with patients to address and mitigate these challenges. Personalized treatment approaches, psychoeducation, and support groups can enhance patients' well-being and treatment adherence.
Teachers’ Narratives on Implementing AI-Based Learning Tools for Students with Severe Disabilities
Authors: Rostami Mehdi , Longo Veronica
Published: January 2025

This study aims to explore teachers' narratives on implementing AI-based learning tools for students with severe disabilities. The objective is to understand the challenges faced, the impacts on students, and the experiences of teachers using these technologies in special education settings. A qualitative research design was employed, using semi-structured interviews to gather data from 16 certified special education teachers with experience in using AI-based learning tools. Participants were selected through purposive sampling to ensure a diverse range of perspectives. Interviews were transcribed and subjected to thematic analysis to identify key themes and patterns in the data. Three main themes emerged from the analysis: implementation challenges, the impact on students, and teacher experiences. Teachers reported significant technical difficulties, inadequate training, and limited administrative support as major challenges. Despite these issues, AI tools had a positive impact on student engagement, motivation, learning outcomes, social interaction, and behavioral changes. Teachers experienced a range of emotions, from initial skepticism to eventual acceptance, and highlighted the importance of peer support and professional growth. The study underscores the transformative potential of AI in special education, while also identifying critical areas that need attention for successful implementation. The integration of AI-based learning tools in special education offers significant benefits for students with severe disabilities, including enhanced engagement, improved learning outcomes, and better social interactions. However, successful implementation requires addressing technical issues, providing comprehensive training, securing administrative support, and fostering a culture of feedback and reflection. Future research should focus on long-term impacts, comparative effectiveness of different AI tools, and the development of effective training programs. Educational institutions must prioritize these areas to maximize the positive impact of AI technologies in special education.
Promoting Lifelong Learning for Adults with Special Needs
Authors: Gardner Emily R. , Howard Michael
Published: January 2025

Lifelong learning is a critical aspect of personal and professional development, and its importance is magnified for adults with special needs. Ensuring that these individuals have access to inclusive and supportive educational opportunities is essential for their empowerment and integration into society. This letter aims to highlight the significance of promoting lifelong learning for adults with special needs and discusses various strategies and programs that have proven effective in enhancing their educational experiences and overall quality of life. Promoting lifelong learning for adults with special needs is a multifaceted endeavor that requires the collaboration of educators, policymakers, community organizations, and the learners themselves. By adopting inclusive policies, leveraging technological advancements, and fostering community support, we can create an educational environment that empowers individuals with special needs to achieve their full potential. The success of programs like Enabled Baristas and the implementation of resource classrooms demonstrate the transformative impact of inclusive education and underscore the importance of continued efforts to support lifelong learning for all.
The Role of Speech Therapy in Enhancing Communication Skills of Children with Exceptional Needs: A Critical Analysis
Authors: Ghasemzadeh Azizreza , Saadat Maryam , Kia Kojori Razie
Published: January 2025

This article critically analyzes the role of speech therapy in enhancing the communication skills of children with exceptional needs. It explores the multifaceted nature of speech therapy, encompassing a range of interventions tailored to individual needs. The discussion includes the benefits of speech therapy, such as improvements in speech production, language abilities, social communication, and pragmatic language skills. Challenges and limitations within the field are also examined, along with a comparative analysis of speech therapy against other interventions. Current trends, latest developments, and research gaps in speech therapy are addressed, emphasizing the need for continued research and innovation. The article concludes with policy recommendations and practical implications for evidence-based speech therapy practices, highlighting their significance in promoting holistic development and well-being in children with exceptional needs.