درخت حوزه‌های تخصصی

This study aims to identify the cognitive and emotional components of self-advocacy in exceptional learners and examine the external factors that influence their ability to advocate for themselves in educational settings. A qualitative research design was employed, utilizing semi-structured interviews with 29 exceptional learners recruited through online platforms. Theoretical saturation was reached, ensuring comprehensive data collection. NVivo software was used to conduct thematic analysis, identifying key cognitive and emotional factors related to self-advocacy. Participants shared their experiences regarding metacognitive awareness, decision-making, emotional regulation, and external support systems, providing rich qualitative data for analysis. The results indicated that self-advocacy among exceptional learners is shaped by cognitive competencies, including metacognition, decision-making, and information-seeking behaviors, as well as emotional factors such as self-efficacy, resilience, and emotional regulation. Participants who demonstrated strong metacognitive strategies and confidence were more effective self-advocates, whereas those facing anxiety or low self-efficacy struggled to assert their needs. External factors, such as educator support, family involvement, and institutional policies, played a critical role in shaping advocacy experiences. Online networks and digital advocacy resources were identified as valuable tools for enhancing self-advocacy skills. However, institutional barriers, including bureaucratic challenges and lack of awareness among educators, posed significant obstacles for learners. The study highlights the complexity of self-advocacy in exceptional learners, emphasizing the interplay between cognitive awareness, emotional resilience, and external support structures. Enhancing self-advocacy skills requires targeted interventions, including advocacy training, institutional support, and digital resource accessibility.

Background: Metabolic diseases such as type 1 diabetes is considered the most important threat factor for cardiovascular complaint. Although the pathological mechanisms underpinning the development of T1D are delicate to define, better understanding of the molecular aspects is most important to identify new remedial targets.Aim: Evaluating of the effect of two selected resistance and recreational sport activities on microRNA-148a expression and some biomarkers in children with type 1 diabetes.Materials and Methods: Twenty type 1 diabetic children were assigned randomly to resistance exercise (RE), (n=10, age=12.6 years), and recreational sport activities (RSA), (n=10, age=12.4 years) groups. Participants engaged in an 8-week exercise training, 3 sessions/week. The miR-148-a, HbA1c, glucose, insulin, and HOMA-IR levels have been assessed before and after exercise interventions.Results: Following the exercise interventions, the concentration of miR-148-a exhibited a non-significant increase in both groups. Nevertheless, no significant differences were noted in the reduction of insulin resistance or in the levels of insulin itself (P≤ 0.05). The level of HbA1c decreased but the cardio-respiratory endurance of subjects increased.Conclusion: Both the resistance and recreational sport activities were effective to improve in cardiorespiratory fitness, diabetic markers, and miR-148a changes that seem to be indicative of the pathological status of type 1 diabetic children.