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.

Since December 2019, the coronavirus has affected all aspects of our lives around the world. This deadly crisis, for which no health care system was fully prepared, has created enormous pressures on health care delivery and has directly and indirectly affected the treatment of many common diseases. Cancer patients are a very vulnerable group in the current epidemic due to their immunodeficiency status due to cancer and various anti-cancer therapies [1]. Research shows that cancer patients are at greater risk for more severe infections and subsequent complications, especially if surgery or chemotherapy is given in the month before the coronavirus infection [2] and these conditions have led to a significant increase in coronavirus mortality in cancer patients [3]. Under the new circumstances, the community of cancer patients is going through a difficult path, the constant challenge of which is to balance the risk of hospitalization with the risk of coronavirus, which has an emotional impact not only on patients but also on the medical staff. Anxiety and distress from coronavirus can be more severe in vulnerable groups such as cancer patients. In this situation, cancer patients feel isolated and even if their family helps them with their daily activities, it can make them feel guilty; because it leads to non-compliance with health protocols [4]. Quarantine is a common fact during the coronavirus epidemic and accelerates anxiety, irritability, and depression, especially when performed for long periods [3]. Although attention to the consequences of the coronavirus epidemic is mainly focused on adult patients, children, especially those in high-risk groups such as immunodeficiency, are also affected psychologically and physically. Following the closure of schools due to the outbreak of coronavirus and home quarantine and its combination with other factors such as lack of opportunities for play and entertainment, domestic violence, low socio-economic status, mental illness and substance abuse of parents, severely threatens the mental health of children and as a result, creates more behavioral and emotional problems for them [5]. Oncologists were quick to announce cancer care guidelines during the coronavirus epidemic. Strategies such as reducing the number of clinical visits and shortening radiation therapy sessions have now been implemented in most oncology clinics. Prioritization in the provision of cancer therapies is strongly influenced by the extent of the benefits of therapeutic goals, while factors such as the patient's age, comorbidities, and patient preferences should also be considered in a general context [6]. Addressing patients' concerns poses another challenge for cancer clinics. During this crisis, ensuring the well-being of patients and caregivers, creating a safe environment and effective and compassionate care is more important than ever. Patients are encouraged to explore creative ways to deal with stress, including physical activity, a balanced diet, adequate sleep, mindset-based strategies, and social communication skills [7]. In this crisis, better and more efficient communication between oncologists and their patients is a priority. Telemedicine has been positively experienced by oncologists and patients [8]. Interacting with patients through telemedicine and providing helpful counseling, both physically and mentally, can prevent unnecessary hospital admissions. Today, telemedicine is also used by psychologists and psychiatrists to ensure psychological support for patients, and this has led to a reduction in referrals to medical centers. In response to the increasing need for efficient and helpful communication between cancer patients, most oncology clinics have designed a coronavirus question-and-answer section on their websites that specifically uses social media to help overcome the barriers to the coronavirus epidemic. Overall, the daily lives of people around the world have been severely affected by the coronavirus. In the meantime, it is important that cancer patients not only be physically safe but also that their mental and emotional health be taken care of. The use of psychotherapy techniques in these patients facilitates exposure to the disease and has significant compensatory effects on their psychological problems such as rejection and isolation, social isolation, distrust and emotional deprivation. In fact, due to the close links and interactions between the psychotherapist and the patient, the possibility of real encounters and linking the initial experiences in a supportive environment increases, and on the other hand, by increasing the patient's sense of self-efficacy and risk, new behaviors are strengthened. The patient also learns to express empathy and satisfy emotional needs instead of giving up on emotions. Therefore, recognizing the problems of cancer patients during the coronavirus outbreak can provide the basis for effective prevention, education, intervention, and treatment for these patients.

Objectives: Autism Spectrum Disorder (ASD), is a group of neurodevelopmental disorders associated with -diverse communicative problems and Asperger's syndrome. The aim of this study was to compare alexithymia and personality factors in students with and without ASD. Methods:In this study 120 male students with and without ASD were included. All the students were from Rasht city, studying in the academic year 2016-2017. The students were asked to take up Toronto Alexithymia Scale (TAS) and Big Five Questionnaire for Children (BFQ-C). Statistical comparison within the variables were carried out by Multivariate Analysis of Variance (MANOVA). The probability value less than 0.05 considered to be significant. Results:The MANOVA of results showed a significantly higher mean scores of alexithymia components and neuroticism in the students with ASD. However, the mean scores of agreeableness, extraversion, openness to experience and conscientiousness were significantly lower in the students with ASD (P<0.001). Discussion:The results garnered from this study implied that alexithymia and personality factors were significantly influenced by ASD. The findings of this research persuaded the pivotal implication of aforesaid facts on education and mental health of the students.

The article's abstract is not available.

Aim: The current study aimed at determining the effect of self-regulation empowerment program training on neurocognitive and social skills in students with dyscalculia. Method: The study was a semi-experimental with pretest/posttest design and a control group. The study sample was consisted of 26 students with dyscalculia in Guilan Province, Iran, 2018, selected by the convenience sampling method and assigned into two groups (one experimental and one control). To collect the data, Tower of Hanoi Task, Stroop Test, Dual N-Back Task, Wisconsin Card Sorting Test, and Social Skills Rating System were used before and after the intervention. A twelve-session self-regulation empowerment program training was implemented for the experimental group. Results: Mann-Whitney U test, and Wilcoxon test were used for data analysis and Cohen's d test measured effect extent. The results of analysis showed that the self-regulation empowerment program training improved neurocognitive and social skills in students with dyscalculia. Discussion: Students with dyscalculia are faced with various physical and psychological stressful factors, which leads to decreased quality of life. Considering the relationship between neurocognitive and social skills with self-regulation, one of the methods capable of assisting the rehabilitation of the students with dyscalculia is the self-regulation empowerment training. Conclusions: According to the findings of the research, self-regulation empowerment training can improve the neurocognitive and social skills in students with dyscalculia.