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<p>Raising a child with a lifelong disability requires time, attention, and the development of skills to assist the child to be healthy and participate in usual childhood activities. Caring needs may include providing medical care, education, and support. The study aimed to determine the educational system and support systems for children with disorders in Iran and Turkey and to establish the similarities and differences between these two countries.<strong> </strong>The research is a descriptive method that consonant with the nature and type of study, which a comparative study is, has been done in four stages description, interpretation, proximity, and comparison.<strong> </strong>This study analyzed the national education system of Turkey and the Iranian educational system. The data was collected through a checklist that included different data on various dimensions studied. The researchers collected the data via correspondence, the Internet, and books. Data collection was in line with the designed questions. The results of this study are as follows: the two countries are somewhat similar in terms of various financial, cultural, and educational support. But the crucial point of this research is to identify people with the disorder and the educational method. In Turkey, children are identified and referred to the relevant organization from birth and are monitored and controlled from then on. The children would be recognized from delivery in Iran, but screening children before joining the school is at the age of six. The study approved that Turkey's education system is more coordinated than Iran, as once a child is diagnosed with a disorder, the children's education initiates and, the children take re-assessment tests every year, and based on the results of these tests, skills which there is a defect and what needs to be done is written. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0226/a.php" alt="Hit counter" /></p>

In this study, it was aimed to examine the relationship between psychological well-being and self-confidence in exercise participants and to investigate the effect on it. Personal Information Form, Psychological Well-Being Scale (Telef, 2013) and Self-Confidence Scale (Akın, 2007) were used as data collection tools. The population of the research consisted of individuals between the ages of 18-45 who do regular exercise (30 minutes at least 3 days a week for 1 year). The sample of the study consistsed of 306 participants, 145 men, and 161 women, who exercise regularly. Pearson Correlation and Regression analysis were used through the SPSS package program in the analysis of the obtained data. When the research findings were examined, it was seen that there was a significant relationship between psychological well-being, internal self-confidence, and external self-confidence; It was observed that psychological well-being was a statistically significant effect on internal and external self-confidence. As a result, it has been determined that individuals who feel psychologically good have an increase in their inner self-confidence and outer self-confidence levels.