Objective: The purpose of this study was to understand the experiences of parents of children with SPECIAL NEEDS from EDUCATIONAL problems in SPECIAL schools. so that, by specifying EDUCATIONAL problems, one could take actions to reduce the causal factors in the schools. Method: The method was qualitative and phenomenological, for this purpose; 15 parents of children with SPECIAL NEEDS were selected until reaching information saturation using targeted sampling by conducting semi-structured interviews. The interviews were analyzed using Colaizzi method. Results: It was revealed that the factors causing EDUCATIONAL problems in this group of students in SPECIAL schools can be found in four general themes: teachers' quality, curriculum, EDUCATIONAL environment and features, and executive employees. Conclusion: The study showed that examining the experiences of parents of students with SPECIAL NEEDS from EDUCATIONAL problems, can provide a suitable platform for the development of abilities of these students and present a rich environment for gaining skills. Finally, the necessary proposals were presented according to the results.

This study aims to explore the psychological impact of virtual learning on students with SPECIAL EDUCATIONAL NEEDS (SEN). This qualitative study utilized semi-structured interviews with 24 students with SEN recruited through online platforms. Theoretical saturation was reached, and data were analyzed using NVivo software following a thematic analysis approach. The interviews explored students’ experiences with virtual learning, including emotional responses, cognitive struggles, and social adaptation. Themes were identified through an iterative coding process, ensuring reliability and depth in capturing the psychological effects of digital education on this population. The results indicate that virtual learning has led to heightened emotional distress, including anxiety, stress, and reduced motivation, largely due to isolation and the absence of structured classroom environments. Participants reported significant cognitive challenges, such as attention difficulties, cognitive overload from digital tools, and struggles with learning retention. Socially, students experienced decreased peer interaction, communication barriers, and difficulty adapting to digital learning norms. However, some students developed coping mechanisms such as parental support and self-regulation strategies. The findings align with previous research highlighting the adverse effects of digital learning on students with disabilities, emphasizing the need for targeted interventions. The psychological impact of virtual learning on students with SEN is profound, affecting their emotional well-being, cognitive engagement, and social adaptation. While some students benefit from digital learning’s flexibility, most require additional support to mitigate stress, cognitive overload, and social isolation. Educators and policymakers must prioritize inclusive digital education strategies, enhance accessibility, and provide structured support systems to improve learning experiences for students with SEN.

Objective: The research’, s aim was to study parent's experiences regarding EDUCATIONAL problems in Coronavirus pandemic for students with SPECIAL NEEDS. Identifying these problems may lead to reducing them. Method: The research method was qualitative and phenomenological. Therefore, 14 parents of students with SPECIAL NEEDS were selected by purposive sampling method. Data gathering continued until data saturation level was reached. Dialogues were analyzed using Colaizzi's sevenstep method. Results: The findings of this study showed that the factors that cause EDUCATIONAL problems during the Coronavirus pandemic for this group of students can be categorized in 3 general contexts: issues related to facilities, issues related to attitudes and EDUCATIONAL problems of parents and teachers. Conclusion: The present study showed that, it is possible to provide a suitable platform for developing and nourishing the abilities and talents of this group of students by changing attitudes, appropriate training and providing facilities. At the end of the article, based on the research results, the necessary suggestions and implications were discussed.

The aim of the present study was to investigate the effectiveness of multimedia EDUCATIONAL interventions on the learning of students with SPECIAL NEEDS. The research method was a systematic review, and the statistical population included all internal researches that was searched using the keywords of multimedia education, academic achievement and children with SPECIAL NEEDS, handicap and disability in the databases of the comprehensive portal of humanities, Scientific Information Database (SID), Noor SPECIALized magazines, Iranian Research Institute for Information Science and Technology (IranDoc), and Iran's Publications Information Bank during the years 2011 to 2023. 384 studies were selected by the purposive sampling method, of which 11 studies were acceptable in terms of methodology and entry criteria. All studies were analyzed based on PRISMA guidelines. The findings showed that most of the researches are related to the years 2014 and 2023. Also, the cities of Arak and Tehran had the most researches. In addition, among multimedia EDUCATIONAL interventions, the interventions related to dictation (4 studies) and mathematics (3 studies) had the largest share in the course content, and the group of students with specific learning disorders (5 research) and the group of students with intellectual disability (3 researches) had the largest contribution among the statistical samples. The results indicated the importance of multimedia presentation of EDUCATIONAL content on improving learning and, as a result, promoting the motivation to progress in students with SPECIAL NEEDS, therefore, multimedia EDUCATIONAL interventions, by activating the various senses of these students during education, lead to their deeper learning and longer memory. Therefore, it can be placed at the top of the planning of researchers and therapists in this field.

The aim of this paper is identifying existing management structures, strategies and processes available for higher education services for students with SPECIAL EDUCATIONAL NEEDS. The qualitative case study research method has been used. Three university selected according to the research question and Athabasca University from Canada has been selected and analyzed deeply as a case. Literatures have been used as background knowledge tor findings. Both, literature and case study arc emphasized on applying the principles of universal design for learning and using assistive technology to deliver EDUCATIONAL services to students with SPECIAL EDUCATIONAL NEEDS. This study reviewed the nine principles of universal design for learning, some assistive technology and global experience in these fields. At the end for re-architecting teaching-learning process in Iranian higher education the paper highly suggest to use universal design for learning in EDUCATIONAL institute SPECIALly higher education institutes.

The purpose of the research is "the effectiveness of EDUCATIONAL evaluations of skills in the second year of vocational high school from the perspective of experts and SPECIALists" and the research method is mixed (quantitative-qualitative). In the quantitative part, a descriptive survey method; And for qualitative data analysis, thematic analysis method has been used. The statistical population included experts and teachers of exceptional education in Markazi province (N = 85) who were selected by simple random method and Cochran's formula, 70 people as a sample for the quantitative section. In order to collect data in the quantitative part, a researcher-made questionnaire with a reliability of 0. 794 was used. The data analysis method in this section was descriptive statistics (frequency percentage). The statistical population of the qualitative section consisted of experts and teachers of the second year of vocational high school. Using the "criterion-based purposeful sampling method" to the extent of theoretical saturation, 17 people were selected and data were collected through semi-structured interviews. The result showed that the input of this course is not measured due to lack of discipline and lack of attention to the abilities of students and also in the evaluations we see a significant gap between what is happening in the classroom with the final evaluation method and this causes Lack of sustainable learning promotes and enhances learners' learning.