https://jld.uma.ac.ir/ Journal of Learning Disabilities en daily 1 Wed, 21 Jan 2026 00:00:00 +0330 Wed, 21 Jan 2026 00:00:00 +0330 https://jld.uma.ac.ir/article_4374.html Objective: The aim of this study was to examine the effectiveness of compassion-focused therapy in reducing parenting stress and enhancing the quality of life of mothers of children with learning disabilities.Materials and Methods: This was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population included all mothers of children with learning disabilities in Ardabil in 2025. Thirty mothers were randomly assigned to an experimental group (n = 15) and a control group (n = 15). The experimental group received eight sessions of compassion-focused therapy, whereas the control group received no intervention. Data were collected using the Parenting Stress Questionnaire and the Quality of Life Questionnaire and analyzed using SPSS version 26.Results: The results indicated that the mean parenting stress scores in the experimental group significantly decreased in the posttest compared to the control group (P < 0.001). Additionally, the mean quality of life scores in the experimental group significantly increased in the posttest compared to the control group (P < 0.001).Conclusion: Compassion-Focused Therapy was generally an effective intervention for reducing parenting stress and increasing the quality of life of mothers of children with learning disabilities. This approach can be applied in supportive programs for families of these children. It is recommended that future research assess the effects of the intervention with larger samples and long-term follow-ups. https://jld.uma.ac.ir/article_4478.html The aim of this study was to investigate the effectiveness of cognitive-motor rehabilitation program on reducing dictation errors in students with dysgraphia. Methods: The present study employed a quasi-experimental with a pre-test, post-test, and follow-up phases with an experimental and control group. The statistical population of the study included of third-grade male students referred to the Isfahan Learning Disorders Center in 1403-1404, that from population, 30 students were selected using a convenience sampling method and randomly assigned to experimental and control groups. The experimental group received a cognitive- motor rehabilitation program for 15 sessions, each lasting 45 minute, while the control group students received the usual training provided by the Learning Disorders Center. At the end of the intervention, a follow-up was conducted after two months. The Wechsler Intelligence Scale, Fifth Edition (2014), the Connors Test (Parent Form) (1999), and the researcher-made dictation test were used to all students. Data were analyzed using repeated-measures analysis of variance in SPSS 26.Results: The results of repeated-measures analysis of variance showed that the cognitive-motor rehabilitation program was effective and significant in improving visual memory, auditory sensitivity, dysgraphia, and accuracy of dysgraphia students (P< 0.05), and there was no significant difference in visual sequence and writing errors (P> 0.05) https://jld.uma.ac.ir/article_4375.html Objective: is a prevalent neurodevelopmental disorders, poses numerous challenges and problems not only for children but also for their parents. The present study aimed to explore and represent the lived experiences of parents of children with specific learning disorders..Methods: This research employed a qualitative phenomenological approach. The study population consisted of all parents of children with Specific learning disorder in Tehran. A purposive sampling method was used, through which 13 parents of children with Specific learning disorder, who were referred to the Knowledge-based Psychology and Rehabilitation Clinic, were selected as participants, considering the principle of data saturation. The research instrument was semi-structured, in-depth interviews. The interviews were analyzed using Colaizzi’s seven-step method.Findings: The research findings were categorized into three axes: identifying the challenges and problems of parents of children with specific learning disabilities (4 main themes and 26 sub-themes); identifying and presenting effective strategies aimed at improving the quality of life of parents of children with specific learning disabilities main themes and 20 sub-themes); and the axis of hope and outlook for the future (1 main theme and 2 sub-themes were categorized.).Conclusion: Based on the findings, it can be concluded that designing and implementing targeted support programs based on the proposed solutions is essential to enhance their quality of life. Therefore, it is recommended that targeted support programs based on the proposed solutions be designed and implemented to improve the quality of life and reduce the challenges and difficulties faced by parents of children with learning disabilities. https://jld.uma.ac.ir/article_4427.html Objectives: Specific learning disability (SLD) is a common academic challenge affecting children’s cognitive skills and school performance. This study examined the effectiveness of the ARAM computer-based cognitive rehabilitation program on information processing speed and visual–spatial perception in students with SLD.Materials and Methods: A quasi-experimental pretest–posttest design with a control group was used. The participants were 30 male students aged 9–10 years with SLD, referred to the Darakhshesh Child and Adolescent Counseling Center in Najafabad in 2024. They were randomly assigned to experimental (n = 15) and control (n = 15) groups; after attrition, 27 students were analyzed. The WISC-V subtests of Coding and Symbol Search (for information processing speed) and Block Design and Visual Puzzles (for visual–spatial perception) were administered. The experimental group received 12 individual 45-minute sessions over four weeks, while the control group received no training. Data were analyzed using MANCOVA and ANCOVA in SPSS-27.Results: Controlling for pretest scores, group membership significantly affected the dependent variables (Λ = 0.274, F(2,22) = 29.10, p < 0.001, η²p = 0.726). The intervention significantly improved both information processing speed and visual–spatial perception in the experimental group compared to controls.Conclusion: ARAM cognitive rehabilitation effectively enhanced cognitive functions in students with SLD and can be implemented in schools and educational centers as a practical intervention. https://jld.uma.ac.ir/article_4403.html Objective: The present study aimed to investigate the effect of a sensory integration program on improving spatial perception and academic achievement in students with specific learning disabilities.Materials and Methods: This research employed an experimental design with a pre-test, post-test, and control group. The statistical population included all male and female students diagnosed with learning disabilities in the first to fifth grades of elementary school in Shahrud during the academic year 2024–2025. To collect data, Frostig's visual perception test (1963) and Pham and Taylor's academic achievement questionnaire (1990) were used. The experimental group received 10 45-minute sessions of the sensory integration program, while the control group did not receive any intervention during this period. Data were analyzed using covariance analysis (ANCOVA) in SPSS software (version24).Results: The data were analyzed using multivariate analysis of covariance (MANCOVA). The results of the covariance analysis indicated statistically significant differences between the experimental and control groups in the mean total scores of spatial perception (F=70.324) and academic achievement (F=80.176).Conclusion: The sensory integration program, through the systematic stimulation of various sensory systems including tactile, vestibular, and proprioceptive systems—was effective in improving spatial perception and academic achievement in students with specific learning difficulties. Given its demonstrated effectiveness, this program can be employed as a fundamental strategy by teachers, counselors, and learning specialists to enhance spatial perception and academic performance, particularly among students with specific learning disabilities. https://jld.uma.ac.ir/article_4425.html Objective The current research aimed to study the effectiveness of positive psychology intervention programs on self-efficacy and positive academic achievement of students with specific learning disorders.Methods In the same vein, in a semi-experimental method with a pre-test-post-test design with a control group of 30 sixth grade elementary school students in 2023-2024 with low academic self-efficacy and positive emotion based on the cut-off point of the Morgan-Jink’s academic self-efficacy and the Pekrun's academic achievement inventories were selected as purposeful and voluntary. These subjects (15 subjects) were randomly assigned to two control and experimental groups. The positive psychology intervention package was implemented in 10 sessions of 45 minutes (one session per week) during 3 months only on the experimental group. Both groups completed the scales before and after the intervention. Results Multivariate covariance analysis revealed that positive psychology intervention on academic self-efficacy and positive and negative academic emotions was significantly effective on students with specific learning disorders. Conclusion Based on this, it can be concluded that positive psychological intervention is effective on self-efficacy and positive academic emotions in students with specific learning disorders. Positive psychological intervention is suggested for this group of students as well as other students with developmental disabilities. https://jld.uma.ac.ir/article_3968.html Objective: This study aimed to examine the effectiveness of cognitive analytical hypnotherapy on emotional regulation and academic self-concept in fifth and sixth-grade students with specific learning disabilities.Methods: The research employed a quasi-experimental design with a pretest-posttest control group. The statistical population included all fifth and sixth-grade male students with specific learning disabilities referred to a learning disorders center in Bahar city during the academic year 2023–2024. A total of 29 students were selected through convenience sampling based on inclusion and exclusion criteria and were randomly assigned to two groups: 14 in the experimental group and 15 in the control group. Data collection tools included the Emotional Regulation Questionnaire (Gross & John, 2003) and the Academic Self-Concept Questionnaire (Chen & Thompson, 2004). The experimental group participated in 8 60-minute cognitive-behavioral hypnotherapy sessions based on the Hep protocol (2012), conducted twice weekly. The control group received no therapy or supplemental classes during this period. Data analysis was performed using MANCOVA in SPSS25.Results: The results indicated that cognitive analytical hypnotherapy had a significant impact on the linear combination of emotional regulation and academic self-concept in students with specific learning disabilities (p<0.05p < 0.05p<0.05). The effect size of cognitive analytical hypnotherapy was 0.652 for improving emotional regulation and 0.751 for enhancing academic self-concept.Conclusion: Cognitive analytical hypnotherapy significantly improves emotional regulation and academic self-concept in fifth and sixth-grade students with specific learning disabilities and is recommended as an effective intervention to enhance their psychological capabilities. https://jld.uma.ac.ir/article_4321.html Objective: The present study aimed to investigate the effect of cognitive rehabilitation on visual-motor perception (shape error, rotation error, combination error, and continuity error) in students with specific learning disorder.Methods: This experimental study employed a pretest-posttest design with a control group. The statistical population consisted of all students with specific learning disorder referred to the Learning Disability Center in Ardabil City during the academic year 2021-2022. Among them, 40 students were selected via convenience sampling and were randomly assigned into the experimental group (n=20) and the control group (n=20). The experimental group received 11 sessions of cognitive rehabilitation intervention. Data were collected using the Bender-Gestalt Visual-Motor Perception Test and analyzed through covariance analysis.Results: Findings indicated that cognitive rehabilitation intervention led to a significant improvement in visual-motor perception (shape error, rotation error, combination error, and continuity error) in the experimental group students with specific learning disorder (p<0.01).Conclusion: It can be concluded that cognitive rehabilitation intervention can help reduce visual-motor perception errors in students with specific learning disorder. Implementing such interventions in educational settings can play a significant role in enhancing visual-motor perception skills in these students. https://jld.uma.ac.ir/article_4367.html Objective: The present study aimed to investigate the effectiveness of growth mindset intervention on self-perception and psychological empowerment of students with specific learning disabilities. Methods: The present research method was a pre-test-post-test semi-experimental with a control group. The statistical population of this study included all female students with specific learning disabilities in the first secondary school in Ardabil in the academic year 2025-2026. For this purpose, 30 female students with learning disabilities were selected according to the inclusion criteria in the study using purposive sampling and were randomly assigned to two experimental groups (15 people) and a control group (15 people). After conducting a pre-test using the Pourhossein (2007) Self-Perception Questionnaire and the Sayadi et al.(2010) Psychological-Academic Empowerment Questionnaire, the experimental group received 8 sessions (2 sessions per week) of 60 minutes of the Dweck et al. (2014) growth mindset training program, while the control group did not receive any intervention program. Data were analyzed using multivariate analysis of covariance in SPSS.26 software. Results: The findings showed that there was a significant difference between the mean self-perception (P<0.05, F=4.90, ηp2=0.159) and psychological empowerment (P<0.001, F=13.18, ηp2=0.336) of the experimental and control group students in the post-test. Thus, after implementing the growth mindset intervention, the mean scores of the variables in the experimental group with learning disabilities significantly increased compared to the control group. Conclusion: Growth mindset intervention has a positive effect on self-perception and psychological empowerment of students with specific learning disabilities. https://jld.uma.ac.ir/article_4415.html Introduction: This study aims to analyze therapeutic approaches based on physical education for children with dyslexia and to review the existing scientific evidence in this field.Methodology: A qualitative synthesis (Synthesis Research) approach was used to analyze and integrate the results of previous studies. The target population includes articles published between 2010 and 2024 in reputable databases such as PubMed, ERIC, Science Direct, SID, Google Scholar, and Magiran. After evaluating the scientific credibility and relevance of the articles, those meeting specific inclusion criteria were selected. The search, selection, and evaluation processes followed the PRISMA protocol to ensure transparency and reproducibility. A total of 57 articles were reviewed, and 25 were ultimately selected. Data analysis involved identifying and coding key concepts, leading to the extraction of 110 initial codes. These were further analyzed and categorized into 8 axial themes, resulting in the identification of 2 main and selective themes.Findings: The study's findings indicate that primary factors contributing to dyslexia include perceptual, visual, attention and concentration problems, cognitive aspects, and postural disorders. Physical activity-based approaches, such as therapeutic exercise and visual-motor training, have proven effective in improving motor skills, balance, visual-motor coordination, cognitive performance, and social and psychological abilities in children with dyslexia.Conclusion: The study suggests that integrating physical exercise, visual-motor exercises, and play-based methods into educational programs for children with dyslexia can enhance academic achievement and improve their quality of life. Furthermore, early diagnosis of motor difficulties and appropriate physical interventions are crucial in helping children overcome learning challenges.