DYSPRAXIA is a condition which has received attention in understanding a variety of difficulties in learning exhibited by children. This paper presents an exploration of DYSPRAXIA and dyspraxic children. The spectrum of this difficulties exhibited by dyspraxic children is very wide, from difficulties in walking over a straight line to reading-writing difficulties. This paper focuses on DYSPRAXIA and dyspraxic children. Dyspraxic children can become disadvantaged. Specifically, the general policy in identifying their needs and supporting them are necessary for an appropriate intervention. Dyspraxic children are clearly having special educational needs along other children with special educational needs such as dyslexia, autism, etc. Dyspraxic children do not morally or legally receive enough attention mainly because they do not look different from their normal peers. This is why DYSPRAXIA is usually addressed as a hidden handicap. It is not sufficient to make sure that there will be enough funding to support pupils with Special Educational Needs, it is also necessary to ensure that all the relevant pupils to be recognized as children with Special Educational Needs and receive the appropriate support and intervention within the educational system.        

Aims: This study aimed to develop fundamental motor skill activities based on game circuits that aim to improve the motor skills of children with DYSPRAXIA. Instrument & Methods: This research involved instrument development, initial revision, and field trials. Instruments in-game circuits were designed with various motor challenges specifically designed to facilitate the development of basic motor skills. In the initial trial phase, activities were implemented with the participation of several children with DYSPRAXIA. Then, instruments and activities were adjusted based on feedback and findings from the initial trials. Field trials were conducted through the participation of larger groups of children with DYSPRAXIA to evaluate the effectiveness and efficiency of the activities developed. Findings: The development of fundamental motor skill activity based on the game circuit has a CVR value of 0.5, greater than the threshold limit of 0.62. Hence, it had good content validity in measuring the desired construct. The correlation calculation results showed a positive and significant relationship between the scores of assessors 1, 2, and 3 with a total score of assessors on aspects of movement skills, cognitive aspects, fun aspects, and attention focus. The ICC test results showed the instrument's reliability. Conclusion: Developing fundamental motor skill activities through the game circuit approach can effectively improve the motor skills of children with DYSPRAXIA.

Background: Spinal column abnormalities can highly restrict motor movement in students with DYSPRAXIA. The present study investigated the effect of regular corrective exercises on the spinal column of students with DYSPRAXIA.Materials and Methods: The present study is a quasi-experimental research. For the purposes of the study, spinal column abnormalities of a total of 150 girls and 220 boys were analyzed. The subjects then went through a 12-week period of corrective exercises. The students' spinal column abnormalities were re-examined to determine the effects of the exercise. The study employed SPSS-16 to analyze the data. Also, for the purposes of the study, statistical-descriptive methods, samples t -test and Pearson’s correlation coefficient were used to further analyze the data in detail.Results: The results of the study indicated that students with DYSPRAXIA constituted 6.16 % of the total sample. That is to say, dyspraxic girls and boys made up 5% and 7.3% of the sample, respectively. Moreover, 60% of the boys and 63.3% of the girls suffered from spinal column abnormalities. The results of the experiment indicated that corrective exercises can reduce spinal column abnormalities in school students.Conclusion: The results of the experiment indicated that corrective exercises can reduce spinal column abnormalities in school students.

The purpose of this research was to determine the effects of perceptual motor training on improving the motor abilities of children with developmental coordination disorder. A total of 194 male and female elementary school students (aged between 6 and 11) were selected from three regions of Tehran and participated voluntarily in this study. The subjects were randomly assigned to two groups of experimental and control. The subjects performed a pretest prior to participating in the training program. The training program included two months of adjusted perceptual motor activities for 24 sessions. Following the training program, both the experimental and control groups took part in the posttest. The test included manual dexterity, dynamic and static balance, and ball handling skills. The data were analyzed by PC: SPSS-13. The results showed that children with perceptual motor training significantly improved their development coordination disorder or DYSPRAXIA.

The present research was done aiming at determining the effect of illogical beliefs on mental health of the secondary school girl students. The studied population included all girl students of secondary schools in Tehran city in educational year of 2008. Research sample was determined to be 360 students using multiphase random sampling method. For gathering data, two major tools were used: A) Jones Illogical Beliefs Questionnaires (IBT) including 100 items with 5 choices in 10 components (expecting others to confirm, excessive self expectation, self criticism, reaction to distress, emotional irresponsibility, anxious attention, prevention from problem, dependence, distress for change, perfectionism), B) Goldberg Mental Health Questionnaire including 28 items with 4 choices in 4 scales: 1) physical symptoms, 2) anxiety and insomnia, 3) social DYSPRAXIA, 4) severe depression. Research data processing was done using descriptive and inferential statistics and results of data processing confirmed research hypotheses that are: 1) 50% of the high school students had logical belief, 10.5% had average belief, i.e. fluctuating logical and illogical beliefs, 39.5% had illogical beliefs; 2) there is a significant difference between components of mental health of the students. The highest rank relates to depression and the lowest rank relates to physical symptoms; 3) one can predict disorder in mental health of the students on grades of illogical beliefs. Ability to predict illogical beliefs in terms of distress for change is more than that in terms of emotional irresponsibility and emotional irresponsibility is more than prevention from problem, and prevention from problem is more than self criticism and self criticism is more than anxious attention.