Assessment tools for evaluating Activities of Daily Living (ADL) and Instrumental Activities of Daily Living (IADL) are very important. These instruments are developed in especial context and especial community. Given the increase in the number of the ageing population, it is important to identify the barriers and performance problems of this community by these tools.

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The purpose of this study was to identify the factors affecting the social participation of Iranian children with cerebral palsy (CP). Participants were 274 (male = 62%; female = 38%) children with CP, 6- to 12-years old (mean = 1.64) and their parents. Several standardized measures were used to assess social participation, gather environmental factors, and demographic questionnaires. The results of stepwise linear regression analysis indicated that the type of CP, Manual ability level and cognitive level (IQ) appear to be strong predictors of social participation between personal and environmental factors.

Background: Clinical education is one of the main parts in medical education, and rehabilitation sciences are not exception. Through clinical education programs, students gain required qualifications to enter professional life. Several factors impact on students' clinical education, and identifying these factors could help in the improvement of clinical education and could improve knowledge transferring to clinical practice especially in rehabilitation sciences in Iran. The purpose of present review study is identifying the factors potentially affecting the clinical education of rehabilitation students in Iran. Methods: A systematic review study conducted based on the evidence-based method on published articles from 2000 to 2017. The search process was carried out on MEDLINE, CINAHL, PsycINFO, and EMBASE databases. Results: A total of 167 papers were selected. Given identical findings and considering eligibility criteria, 12 articles in the fields of clinical education, clinical competence, professional ethics education, and clinical reasoning were ultimately chosen. Conclusion: The results indicate that many factors might influence the clinical education of rehabilitation science students. Environmental factors (including ministry policies, educational curriculums, clinical education environments, and educational facilities/equipment) and individual factors (the knowledge and skills of students and characteristics of clinical trainers) were identified as the most influential factors in clinical education.

Objectives:The blind and visually disabled people form a predominant group in the disabled society and hence, need greater attention. Most of the rehabilitation therapists, especially occupational therapists, do not focus on this group. Thus, the aim of the study is to shed light on the issue of negligent attitude of rehabilitation therapists, especially occupational therapists, toward blind and visually-impaired people.Methods:To perform this study, a systematic, evidence-based process (Duffy 2005) was used.