Introduction: Emergency school closures are often used as public health interventions during infectious disease outbreaks to minimize the spread of infection. However, Over 80% of children in the world have had their education impacted by coronavirus. For children with Special Needs who receive Special education services, access to face-to-face education and other resources at school is of particular importance. These services focus not only on academic achievement, but also on social, emotional, psychological and physical health and well-being. The American Academy of Pediatrics advocates for Students to attend school in person. Students with Special Needs are divided into seven educational groups: hearing impairment, visual impairment, physical-motor disorders, intellectual disabilities, behavioral-emotional disorders, autism spectrum disorder, specific learning disorder, and severe and multiple disabilities. Each of these groups should have a different way of teaching and learning than other groups and normal Students. For proper planning and accommodation of children with Special Needs, we must prioritize safety. In order for these Students to be able to use rehabilitation services, face-to-face education conditions must be provided for them in accordance with health protocols.

The purpose of this study is to provide an appropriate model of vocational training for Students with Special Needs. The research method was survey in terms of practical objectives and in terms of method of collecting descriptive information. The statistical population of the study included experts and teachers working in exceptional education in Markazi province (85 people); 70 people were selected as a sample. A researcher-made questionnaire was used to collect data. The research method was mixed. At first, by studying libraries and reviewing high-level documents, they collected information data about the components and indicators of vocational training of Students with Special Needs, and after identifying the components and indicators; An open-ended questionnaire was collected and administered to collect and analyze these components from teachers working in vocational schools throughout the province in a semi-codified interview method. 5 Likert design options were obtained. The reliability of the questionnaire was 0. 869. Relative, mean, and average and percentage frequencies were used to analyze the data in the descriptive statistics section. The final results indicate that in the discussion of vocational training of Students with Special Needs, all indicators needed to be reviewed and the welfare component of Students with Special Needs has been taken in this regard.

Progressive collapse studies generally assess the performance of the structure under gravity and blast loads, while earthquakes may also lead to the progressive collapse of a damaged structure. In this study, the progressive collapse response of concentrically braced dual systems with steel moment-resisting frames was assessed under seismic loads through pushover analysis using triangular and uniform lateral load patterns. Two different bracing types (X and inverted V braces) were considered, and their performances were compared under different lateral load patterns using the nonlinear static alternate path method recommended in the Unified Facilities Criteria (UFC) guideline. Eventually, the seismic progressive collapse resistance of models was compared to their progressive collapse response under gravity loads. These studies showed that models under the seismic progressive collapse loads satisfied UFC acceptance criteria and limited rehabilitation objective. The structures had better performance under seismic progressive collapse than models under gravity loads because of more resistance, ductility, suitable load redistribution, and more structural elements that participated in load redistribution. Furthermore, despite studies on progressive collapse under gravity loads, the dual system with X braces showed better progressive collapse performance (more resistance, residual reserve strength ratio and ductility) under seismic loads than the model with inverted V braces.

This study aims to validate a curriculum model of citizenship education for Students with Special educational Needs (mental retardation or intellectual disability (ID) group). This is an applied-developmental study in terms of its purpose, and it is cross-sectional survey research in terms of the method and time frame of data collection. A semi-structured interview and a Likert scale questionnaire were used to collect the data. The reliability of the questionnaire was obtained using Cronbach's alpha and composite reliability. Convergent validity has also been used to validate the questionnaire. The statistical population in the qualitative part includes 24 experts in Special curriculum planning and experts in the Special Needs Education Organization. Out of 182 people, 79 people were selected as the sample calculated based on Cochran's table with an error of 0. 1. To analyze the data in the qualitative part, a Grounded Theory approach was used to identify the research indicators, and the structural equation modeling and SMART PLS software were used to validate and present the final model. The obtained results showed the importance of the practicality of citizenship education for Students with Special Needs. The results also indicated the importance of the content of citizenship education and teaching methods. In terms of teaching and training methods, the formation of informal groups and supervision of group activities, learning by practice, and student-centered and collaborative teaching methods have been emphasized.

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.

This study aimed to identify and assess classrooms’ physical environment improvement strategies by horticultural education teachers to work with Students with Special Needs in Iran. This first phase was conducted used a modified Delphi technique. The Specialized Delphi team consisted of gardening education teachers in the Special Education Organization of Iran (31 teachers). The outcome of this phase of the study was 27 strategies to improve the physical environment of classes. Results showed that all respondents agree that these strategies include: repeat and practice of the teaching procedure (two or three times orally); more practical training, putting disabled Students beside Students of the border, assignment of Students to small practical projects meant to be fully accomplished. It seems that, before starting any teaching course, the agriculture teacher must comprehend the field of exceptional teaching and understand the Needs of Students with Special Needs in order to be able of providing proper feedbacks and a good strategy. The second phase was conducted a survey study. The population consisted of 80 horticultural teachers in Special Education Organization of Iran. According to finding, 34. 8% of gardening education teachers evaluated their strategies at a very high level, 45. 5% at a high level, and 19. 7% at a moderate level. In addition, comprehension of the classrooms’ physical environment improvement strategies by the teachers brings about longterm consistency of agricultural teaching programs in exceptional schools.

Introduction: Sleep is one of the most vital Needs and a factor influencing the academic performance of Students. Sleep habits are formed before adolescence and are maintained throughout life. This study aims to investigate the sleep habits of Students with Special Needs in the elementary schools of Hamadan, Iran, from the parents' point of view. Materials and Methods: In this cross-sectioninal descriptive-analytical study, 102 Students with Special Needs aged 7-13 years old were selected throughthe convenience sampling method in Hamadan City, 2021. Data were collected by demographic information questionnaire and the Children's Sleep Habits Questionnaire (CSHQ) with the self-report method (by the mother). Data were analyzed with descriptive statistics methods, t-tests, Mann-Whitney U, and Kruskal-Wallis test in SPSS software. Level of significance was considered less than 0. 05. Results: The mean score of the Students' sleep habits was 76. 87 ±,17. 24 in girls and 73. 90 ±,17. 99 in boys. Sleep duration in girls was 9. 42 ±,1. 40 hours and in boys 9. 53 ±,1. 22 hours. Disturbance in sleep habits was reported more in Students with cerebral palsy than other groups. Conclusion: The findings of this study showed that sleep habit disorders were prevalent in Students with cerebral palsy, autism, Down syndrome, low vision, hearing impairment, and motor sensory disabilities.

The purpose of this study is to identify the dimensions and components of inclusive education for Students with Special Needs in education. The research method was qualitative, which was done descriptively and content analysis with heuristic inductive approach. In this study, until data saturation, 10 experts and professors of exceptional child psychology and educational management who had previously done research in the field of inclusive education and educational and cultural policy for exceptional children were selected and semistructured interviews were conducted with them. Also, data analysis was performed with open, axial and selective coding using MAXQDA 2018 software. The obtained results were identified as a total of 7 dimensions, 16 components and 40 indicators for inclusive education in education. in between the dimensions of training and empowerment of the forces through holding training courses. Therefore, it is worthwhile to identify the existing conflicts by using the results of this research and their application in provincial and staff planning and in order to create equal educational opportunities for all children and Students with Special Needs, measures should be taken to include all people from different cultures and social levels with a wide range of abilities and disabilities.

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.