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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.

The establishment of the Psychological Research in Individuals with Exceptional Needs (PRIEN) Journal marks a significant milestone in the field of psychology. This pioneering international academic journal is dedicated to addressing the multifaceted psychological needs of individuals with exceptionalities. Our mission is to promote understanding, support, and advancement for those with unique psychological needs, ranging from developmental and emotional challenges to cognitive exceptionalities and giftedness. As we introduce PRIEN Journal to the world, we aim to set the stage for meaningful progress in this crucial field. The landscape of psychological research is vast, yet there remains a critical need for focused studies on individuals with exceptional needs. The PRIEN Journal addresses this gap by offering a platform for high-quality original research, comprehensive reviews, thought-provoking editorials, and insightful communications. This focus ensures that our content is relevant and beneficial to both practitioners and scholars who work with this diverse population. Our journal aims to highlight such impactful studies and bring them to the forefront of academic and clinical practice. As we launch the PRIEN Journal, we invite researchers, practitioners, and scholars to contribute their work and join us in advancing the understanding and support of individuals with exceptional needs. Together, we can set the stage for progress, driving forward research and practice that will make a meaningful difference in the lives of those we serve.

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.

The study aimed to evaluate the effectiveness of drama therapy on friendship quality and emotion regulation in adolescents with physical disabilities. A randomized controlled trial was conducted with 40 adolescents aged 13-18 years, randomly assigned to either an intervention group receiving drama therapy (n=20) or a control group (n=20). The intervention comprised ten 60-minute sessions over three months. Measures used included the Friendship Quality Scale (FQS) and the Emotion Regulation Questionnaire (ERQ), assessed at pre-intervention, post-intervention, and three-month follow-up. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests, with analyses performed in SPSS version 27. Significant improvements were observed in the intervention group compared to the control group. For friendship quality, the intervention group’s scores increased from a mean (M) of 55.12 (SD = 5.47) at pre-intervention to 68.25 (SD = 6.23) post-intervention and slightly decreased to 66.84 (SD = 6.01) at follow-up. Emotion regulation scores in the intervention group increased from 36.45 (SD = 4.12) at pre-intervention to 45.78 (SD = 4.96) post-intervention and slightly decreased to 44.67 (SD = 4.81) at follow-up. ANOVA results showed significant main effects for group and time (p < .001), with significant interactions between time and group for both variables (p < .001). Bonferroni post-hoc tests confirmed significant pre- to post-intervention and pre- to follow-up improvements in the intervention group (p < .001). Drama therapy significantly enhances friendship quality and emotion regulation in adolescents with physical disabilities, with effects sustained at a three-month follow-up. These findings support the incorporation of drama therapy in therapeutic programs for this population to address their unique psychosocial challenges.