درخت حوزه‌های تخصصی

This study aims to explore the insights of educators on the implementation and impact of peer-mediated instructional strategies within inclusive education settings. A qualitative research design was employed, involving semi-structured interviews with 22 educators currently working in inclusive educational settings. Participants were selected through purposive sampling to ensure a diverse representation of experience with peer-mediated instructional strategies. Data collection continued until theoretical saturation was achieved. The interviews were transcribed verbatim and subjected to thematic analysis to identify key themes and subthemes related to the implementation, benefits, and challenges of peer-mediated instructional strategies. The study identified five key implementation strategies: training and professional development, collaborative planning, resource availability, student pairing, and monitoring and feedback mechanisms. Educators reported numerous benefits, including academic improvement, social skills development, increased inclusion and acceptance, peer leadership, motivation and engagement, and behavioral improvements. However, they also highlighted significant challenges, such as time constraints, lack of resources, diverse student needs, teacher preparedness, peer dynamics, administrative support, and difficulties in evaluation and assessment. Based on these findings, the study recommends policy changes, enhanced teacher training programs, the development of collaborative networks, flexible implementation models, and increased student involvement. Peer-mediated instructional strategies show great potential for enhancing inclusive education by fostering academic and social benefits for all students. However, successful implementation requires addressing challenges related to resource availability, teacher preparedness, and administrative support. By prioritizing comprehensive training, collaborative planning, and adequate resources, educators and policymakers can improve the effectiveness of inclusive education practices.

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.

This study aims to explore the strategies employed by counselors to support the emotional well-being of gifted adolescents. Recognizing the unique emotional and social challenges faced by this population, the research seeks to identify effective counseling practices that can be implemented to foster a supportive environment and address their specific needs. A qualitative research design was employed, utilizing semi-structured interviews with 21 counselors who have extensive experience working with gifted adolescents. The participants were purposefully selected to ensure diverse perspectives. Data collection continued until theoretical saturation was achieved. Thematic analysis was used to analyze the transcribed interview data, with NVivo software assisting in the organization and coding of themes and subthemes. The analysis revealed three primary themes in the counseling strategies for supporting the emotional well-being of gifted adolescents: Building Trusting Relationships, Developing Emotional Regulation Skills, and Promoting Social Connections. Key strategies within these themes included establishing rapport, maintaining confidentiality, personalizing approaches, teaching coping strategies, stress management techniques, encouraging self-expression, facilitating peer interaction, and involving families. These strategies align with existing literature, highlighting the importance of empathetic, individualized, and holistic approaches in counseling gifted adolescents. The study underscores the critical role of counselors in addressing the emotional and social challenges faced by gifted adolescents. Effective strategies involve building strong, trusting relationships, developing emotional regulation skills, and promoting social connections. These findings suggest that a comprehensive approach, which includes personalized support and proactive engagement, is essential for fostering the emotional well-being of gifted adolescents. Future research should further explore the perspectives of gifted adolescents and the long-term impacts of these counseling strategies.