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The primary objective of this study was to evaluate the effectiveness of Reality Therapy in improving temperament and sleep quality among adolescents with learning disorders. This randomized controlled trial included 30 adolescents, aged 12 to 18, diagnosed with learning disorders. Participants were randomly assigned to either the intervention group (15 participants) or the control group (15 participants). The intervention group underwent twelve 60-minute sessions of Reality Therapy over a two-month period, while the control group received no therapeutic intervention. Temperament and sleep quality were assessed using the Revised Dimensions of Temperament Survey (DOTS-R) and the Pittsburgh Sleep Quality Index (PSQI), respectively, at three time points: pre-intervention, post-intervention, and two-month follow-up. Data were analyzed using analysis of variance (ANOVA) with repeated measurements and the Bonferroni post-hoc test, with SPSS-27 software. The results indicated significant improvements in both temperament and sleep quality in the intervention group compared to the control group. These improvements were sustained at the two-month follow-up. Specifically, the intervention group showed marked improvements in emotional regulation and sleep patterns, highlighting the efficacy of Reality Therapy in addressing these critical aspects of adolescent health. Assumptions for ANOVA were confirmed, ensuring the robustness of the findings. Reality Therapy significantly improves temperament and sleep quality in adolescents with learning disorders, with effects lasting beyond the intervention period. This study supports the use of Reality Therapy as a viable intervention for improving emotional and sleep-related outcomes in this population. Further research with larger sample sizes and extended follow-up periods is recommended to confirm these findings and explore additional benefits.

Lifelong learning is a critical aspect of personal and professional development, and its importance is magnified for adults with special needs. Ensuring that these individuals have access to inclusive and supportive educational opportunities is essential for their empowerment and integration into society. This letter aims to highlight the significance of promoting lifelong learning for adults with special needs and discusses various strategies and programs that have proven effective in enhancing their educational experiences and overall quality of life. Promoting lifelong learning for adults with special needs is a multifaceted endeavor that requires the collaboration of educators, policymakers, community organizations, and the learners themselves. By adopting inclusive policies, leveraging technological advancements, and fostering community support, we can create an educational environment that empowers individuals with special needs to achieve their full potential. The success of programs like Enabled Baristas and the implementation of resource classrooms demonstrate the transformative impact of inclusive education and underscore the importance of continued efforts to support lifelong learning for all.

This study aimed to investigate the relationships between job self-efficacy, sense of coherence, and spiritual well-being among adults with hearing impairments. Specifically, it sought to determine the extent to which sense of coherence and spiritual well-being predict job self-efficacy in this population. A cross-sectional study design was employed, involving 300 adults with hearing impairments. Participants were recruited from rehabilitation centers, support groups, and online platforms. Data were collected using three standardized instruments: the General Self-Efficacy Scale (GSE), the Sense of Coherence Scale (SOC-13), and the Spiritual Well-Being Scale (SWBS). Descriptive statistics, Pearson correlation, and multiple linear regression analyses were conducted using SPSS-27 to explore the relationships between the variables. The mean job self-efficacy score was 28.56 (SD = 6.43), the mean sense of coherence score was 70.28 (SD = 14.92), and the mean spiritual well-being score was 92.65 (SD = 16.37). Job self-efficacy was significantly correlated with both sense of coherence (r = 0.53, p < 0.01) and spiritual well-being (r = 0.47, p < 0.01). The regression analysis revealed that sense of coherence (β = 0.37, p < 0.001) and spiritual well-being (β = 0.32, p < 0.001) were significant predictors of job self-efficacy, explaining 37% of the variance (F(2, 297) = 87.92, p < 0.001). The study highlights the significant roles of sense of coherence and spiritual well-being in predicting job self-efficacy among adults with hearing impairments. These findings suggest that interventions aimed at enhancing these psychological and spiritual dimensions could effectively support job self-efficacy in this population. Future research should focus on longitudinal studies and explore additional factors that may influence job self-efficacy.

This study aimed to explore the attachment patterns in children diagnosed with Fetal Alcohol Spectrum Disorders (FASD) by examining the experiences and perceptions of their primary caregivers. A qualitative research design was employed, utilizing semi-structured interviews with 14 primary caregivers of children diagnosed with FASD. Participants were recruited from specialized clinics and support groups. Data were collected through in-depth interviews, focusing on topics such as the nature of the child-caregiver relationship, caregiver perceptions of the child's attachment behaviors, challenges in the attachment relationship, and strategies used to support attachment. The interviews were transcribed and analyzed thematically, with theoretical saturation achieved when no new themes emerged. Four main themes emerged from the analysis: the nature of the child-caregiver relationship, caregiver perceptions of the child's attachment behaviors, challenges in the attachment relationship, and strategies used by caregivers to support attachment. Caregivers emphasized the importance of emotional bonding, effective communication, physical closeness, and consistent caregiving in fostering secure attachment. They reported a range of attachment behaviors, including both secure and insecure patterns, influenced by the neurodevelopmental impairments associated with FASD. Key challenges included managing emotional outbursts, behavioral issues, and balancing caregiving roles. Caregivers employed various strategies such as therapeutic interventions, establishing routines, positive reinforcement, and emotional coaching to support attachment. The study provides a comprehensive understanding of the attachment patterns in children with FASD, highlighting the critical role of responsive caregiving and the adaptive strategies used by caregivers. The findings underscore the need for targeted interventions and comprehensive support systems to enhance attachment and promote the developmental well-being of children with FASD. Further research is needed to explore the long-term impact of these attachment patterns and the effectiveness of specific interventions.

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.

Early developmental support programs have long been recognized for their potential to significantly enhance the cognitive, social, and emotional development of children. These programs, which often combine educational, nutritional, and family support components, are designed to provide children, especially those from disadvantaged backgrounds, with the skills and resources needed for a successful start in life. This letter aims to highlight the long-term outcomes of early developmental support programs, drawing on recent research to emphasize their importance and effectiveness. Early developmental support programs are vital for fostering the cognitive, social, and emotional development of children, particularly those from disadvantaged backgrounds. These programs, which often integrate educational, nutritional, and family support components, have demonstrated significant long-term benefits, including improved academic achievement, reduced behavioral problems, and enhanced parental satisfaction. As research continues to underscore the importance of early intervention, it is crucial to invest in and expand these programs to ensure that all children have the opportunity to reach their full potential.