درخت حوزه‌های تخصصی

This study aimed to examine the relationships between sleep quality, body image dissatisfaction, and impulsiveness in adolescent girls with mild physical disabilities. This cross-sectional study included 186 adolescent girls with mild physical disabilities. Participants were recruited from rehabilitation centers and special schools. Impulsiveness was measured using the Barratt Impulsiveness Scale (BIS-11), sleep quality was assessed with the Pittsburgh Sleep Quality Index (PSQI), and body image dissatisfaction was evaluated using the Body Shape Questionnaire (BSQ). Pearson correlation coefficients were calculated to examine the relationships between the variables. A linear regression analysis was performed to determine the predictive value of sleep quality and body image dissatisfaction on impulsiveness, using SPSS version 27. The mean score for impulsiveness was 55.28 (SD = 10.45), sleep quality was 12.67 (SD = 3.98), and body image dissatisfaction was 87.34 (SD = 15.29). Pearson correlation analysis showed significant positive correlations between impulsiveness and sleep quality (r = 0.45, p < .001), and between impulsiveness and body image dissatisfaction (r = 0.52, p < .001). The regression model indicated that both sleep quality (B = 0.92, p < .001) and body image dissatisfaction (B = 0.25, p < .001) significantly predicted impulsiveness, explaining 37% of the variance (R² = 0.37, F(2, 183) = 53.68, p < .001). Poor sleep quality and high body image dissatisfaction are significant predictors of impulsiveness in adolescent girls with mild physical disabilities. Interventions aimed at improving sleep quality and promoting positive body image may help reduce impulsiveness and enhance overall well-being in this population.

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.