الگوی مولفه های برنامه درسی ویژه مدرسه برای دانش آموزان کم‌توان ذهنی: رویکرد سنتزپژوهی
الموضوعات :الهام حفیظی 1 , حسین مؤمنی مهموئی 2 , امید ونداد 3 , احمد اکبری 4
1 - دانشجوی دکتری برنامه ریزی درسی، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران.
2 - دانشیار مطالعات برنامه درسی، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران. (نویسنده مسئول).
3 - استادیار مدیریت آموزشی، گروه علوم تربیتی، واحد دره شهر، دانشگاه آزاد اسلامی، دره¬شهر، ایران.
4 - استادیار گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران.
الکلمات المفتاحية: برنامه ویژه مدرسه, دانش‌آموزان کم‌توان ذهنی, سنتز پژوهی, مدرسه‌محوری,
ملخص المقالة :
مقدمه و هدف: طراحی برنامه‌های ویژه مدرسه متناسب با ویژگی‌های دانش‌آموزان کم‌توان ذهنی، در سال‌های اخیر به یکی از دغدغه‌های اساسی در حوزه آموزش‌های فراگیر تبدیل‌شده است. در همین راستا، پژوهش حاضر باهدف شناسایی و تبیین مؤلفه‌های الگوی برنامه ویژه مدرسه برای دانش‌آموزان کم‌توان ذهنی انجام‌شده است تا تصویری جامع و نظام‌مند از ابعاد مؤثر بر طراحی چنین برنامه‌ای ارائه دهد.
روش شناسی پژوهش: این پژوهش با رویکرد کیفی و روش سنتز پژوهی انجام‌شده است. قلمرو پژوهش را کلیه مقالات علمی–پژوهشی مرتبط با برنامهریزی آموزشی، مدرسه‌محوری و آموزش دانش‌آموزان با نیازهای ویژه تشکیل می‌دهد که از میان آن‌ها، با بهره‌گیری از نمونه‌گیری هدفمند و بر اساس اشباع نظری، ۲۸ مقاله به‌عنوان نمونه نهایی انتخاب‌شده‌اند. داده‌ها از طریق تحلیل کیفی اسناد گردآوری و کدگذاری شده‌اند.
یافتهها: تحلیل یافتهها منجر به استخراج الگوی مفهومی برنامه ویژه مدرسه در قالب ۴ بُعد کلان، ۱۲ محور و ۶۰ مؤلفه تخصصی شد. ابعاد چهارگانه شامل: رهبری مدرسه‌محور در اجرای برنامه آموزشی (مشتمل بر سیاست‌گذاری مشارکتی، راهبری اثربخش فرایند اجرا، تقویت ظرفیت رهبری در آموزش فراگیر)، توانمندسازی حرفه‌ای معلمان برای تدریس در مدرسه‌محوری ویژه (مشتمل بر آموزش تخصصی مبتنی بر ابعاد ناتوانی ذهنی، ساختارهای حمایت حرفه‌ای و آموزش معلمان در زمینه بوم‌شناختی)، طراحی محتوای بومی و فردمحور (مشتمل بر تحلیل بوم مدرسه، آموزش مهارت‌های زندگی، و طراحی و اجرای برنامه‌های فردی)؛ زیرساخت‌های محیطی و فناورانه پشتیبان برنامه مدرسه‌محوری برای کودکان کم‌توان ذهنی (شامل مناسب‌سازی فیزیکی محیط یادگیری بر اساس نیازهای زمینه‌ای، فناوری آموزشی بومی‌شده و نظام پشتیبانی اداری- محلی) می‌باشند.
بحث و نتیجهگیری: با توجه به یافتهها میتوان نتیجه گرفت برنامه درسی ویژه مدرسه نیازمند توجه ابعاد انسانی، مدیریتی و برنامهریزی درسی است. این الگو می‌تواند به‌عنوان چارچوبی راهبردی برای سیاست‌گذاران، مدیران و برنامه‌ریزان آموزشی در توسعه برنامه‌های مدرسه‌محور برای دانش‌آموزان کم‌توان ذهنی مورداستفاده قرار گیرد.
1. Adibmanesh, M. (2022). Investigating the challenges of implementing school-based curriculum planning in the Iranian educational system. Journal of Curriculum Research, 12(1), 24-43. ]in persian.[
2. Ahmadi, A. (2019). A practical guide to the special school program. Educational Research and Planning Organization Publications: Tehran. ]in persian.[
3. Akib, I., Husniati, A., Kusumah, F., Kristiawati, K., & Fayanto, S. (2022). Thinking Processes of Mentally retarded: Students Disabled at Junior High School in Solving Fractions Problems. AL-ISHLAH: Jurnal Pendidikan, 14(2), 2185-2196.
4. Akrom, M. A. (2015). The mirage of curriculum decentralization: A case study of local stakeholders' involvement in school-based curriculum development (SBCD) policy implementation in Indonesia. Northern Illinois University.
5. Alipour, A., Ali-Asgari, M., Hosseinikhah, A., Hajhosseinnejad, Gh. (2020). Explaining curriculum elements for the career empowerment of children with mental disabilities (Synthesis of research). Journal of Theory and Practice in Curriculum, 8(15), 347-382. ]in persian.[
6. Allred, B. (2024). A Qualitative, Participatory Exploration of Belonging: Experiences & Conceptualizations through the Perspectives of Adults with Intellectual and Developmental Disabilities (Doctoral dissertation, University of Washington).
7. AlRawi, J. M., & AlKahtani, M. A. (2022). Universal design for learning for educating students with intellectual disabilities: A سامانمند review. International Journal of Developmental Disabilities, 68(6), 800-808.
8. Al-Zboon, E. K. (2021). A curriculum for students with intellectual disabilities in Jordan. International Journal of Special Education, 36(1), 59-68.
9. Ashouri, M., Mansouri Hassanabadi, F., and Ahmari, F. (2020). Play therapy with the school-based filial therapy model and its application for hearing-impaired children. Journal of New Advances in Psychology, Educational Sciences and Education, 3(33), 77-85. ]in persian.[
10. Barari, N., Moeini, A., Rezaeizadeh, M., Abbasi Kasani, H. (2017). The future teacher; changing roles and tasks in digital environments based on the theory of relationalism. Quarterly Journal of Educational Technology, 11(2), 161-170. ]in persian.[
11. Behboudi, H., Moazami, M., Hashemi, S. M. (2022). Analysis of the components of inclusive education for students with special needs in Iranian education. Research in Curriculum Planning, 19(72), 192-205. ]in persian.[
12. Condon, A. W. (2017). Impact of Standards-Based Instruction on Achievement Levels of Students with Moderate to Severe Intellectual Disabilities: An Action Research Study (Doctoral dissertation, University of South Carolina).
13. Dessemontet, R. S., Linder, A. L., Martinet, C., & Martini-Willemin, B. M. (2022). A descriptive study on reading instruction provided to students with intellectual disability. Journal of Intellectual Disabilities, 26(3), 575-593.
14. Eldeniz Çetin, M., & Çay, E. (2020). The Experiences, Opinions and Suggestions of Special Education Teachers Regarding Leisure Time Activities Chosen by Students with Intellectual Disability. Participatory Educational Research, 7(1), 30-46.
15. Fahey, S. J. (2012). Curriculum change and climate change: Inside outside pressures in higher education. Journal of Curriculum Studies, 44(5), 703-722.
16. Fathi Vajargah, K. (2023). Basic Principles and Principles of Curriculum. Professors' Science Publications: Tehran. ]in persian.[
17. Fathi Vajargah, K., Goya, Z., Aghazadeh, M., Abolghasemi, M., Kamkari, K. (2002). Design and validation of the curriculum needs assessment model for the secondary school curriculum (SBCNA). Quarterly Journal of Educational Innovations, 1(2), 9-21. ]in persian.[
18. Ghosh, S., & Coppola, S. (2024). This Class Isn't Designed For Me: Recognizing Ableist Trends In Design Education, And Redesigning For An Inclusive And Sustainable Future. arXiv preprint arXiv:2403.15402.
19. Hartmann, E. (2015). Universal design for learning (UDL) and learners with severe support needs. International Journal of Whole Schooling, 11(1), 54-67.
20. Hemmati Alamdarloo, Gh. (2012). Curriculum approaches for students with intellectual disabilities: advantages and disadvantages. Journal of Exceptional Education, 12(110), 21-35. ]in persian.[
21. Hemmati Alamdarloo, Ghorban and Hossein Khanzadeh, Abbasali (2013). Access to the general curriculum for students with special needs. Journal of Exceptional Education, 13(119), 16-32. ]in persian.[
22. Hopwood, H., Sevalie, S., Herman, M. O., Harris, D., Collet, K., Bah, A. J., & Beynon, F. (2021). The burden of mental disorder in Sierra Leone: a retrospective observational evaluation of programmatic data from the roll out of decentralised nurse-led mental health units. International journal of mental health systems, 15, 1-27.
23. Javidi Kalateh Jafarabadi, T. (2007), Negotiated Curriculum Model, A New Approach to Decentralization of Secondary Education. Conference on Centralization and Decentralization in the Curriculum Planning Process, Kerman. ]in persian.[
24. Jia-Wei, Z. H. A. N. G., Lam, W. O. N. G., Tak-Hang, C. H. A. N., & Chi-Shing, C. H. I. U. (2014). Curriculum adaptation in special schools for students with intellectual disabilities (SID): A case study of project learning in one SID school in Hong Kong. Frontiers of Education in China, 9(2), 250-273.
25. Khodaverdi Samani, M., Alizadeh, M., Fotros, M. H. (2021). Investigating the impact of fiscal decentralization on the efficiency of educational service provision in Iranian provinces during 2006-2018: A spatial econometric approach. Journal of Econometric Modeling, 6(2), 147-177. ]in persian.[
26. Kontu, E. K., & Pirttimaa, R. A. (2016). Teaching children with intellectual disabilities: Analysis of research-based recommendations. Journal of Education and Learning, 5(2), 318-336.
27. Kontu, E. K., & Pirttimaa, R. A. (2016). Teaching children with intellectual disabilities: Analysis of research-based recommendations. Journal of Education and Learning, 5(2), 318-336.
28. Lee, S. H., Kang, H. N., & Kim, S. (2023). The experiences of students with intellectual and developmental disabilities, parents, and teachers regarding health self-advocacy program with school-home connection: a qualitative study. Frontiers in Psychiatry, 14, 1273324.
29. Leider, C. M., Colombo, M., & Nerlino, E. (2021). Decentralization, teacher quality, and the education of English learners: Do state education agencies effectively prepare teachers of ELs?. Education Policy Analysis Archives, 29, 100-100.
30. Leko, M. M., Cook, B. G., & Cook, L. (2021). Qualitative methods in special education research. Learning Disabilities Research & Practice, 36(4), 278-286.
31. Madani, S. A. (2022). The roots of curriculum-centered thinking: An analysis of the political and social concerns of the first educational observers and their role in the emergence of the field of curriculum studies. Quarterly Journal of Curriculum Studies, 17(64), 157-188. ]in persian.[
32. Mansur, H., Utama, A. H., Mohd Yasin, M. H., Sari, N. P., Jamaludin, K. A., & Pinandhita, F. (2023). Development of inclusive education learning design in the era of society 5.0. Social Sciences, 12(1), 35.
33. Mehr Mohammadi, M. (2007). Simultaneous management of decentralization levels in the curriculum planning system. Quarterly Journal of Curriculum Studies, 1(4), 1-16. ]in persian.[
34. Mohammadi Pouya, S., Gh, S., Adib, Y., and Seyidi Nazarloo, S. T. (2022). Analyzing teachers' perspectives on schools for students with special needs; in order to provide policy suggestions. Journal of Exceptional Children, 22 (2), 89-106.]in persian.[
35. Mohebbi, A. (2017). Special School Program. Teacher Development Quarterly, 326(7), 1-4. ]in persian.[
36. Mohtadi, S. (2017). Special School Program. Roshd Tehniqi Monthly, 35 (6), 14-16. ]in persian.[
37. Moradi Doliskani, M., Mirshah Jafari, S. E., Neistani, M. R. (2022). Analysis of the type and degree of influence of curriculum role-players in the curriculum planning committee of Iranian universities: A pathological look at the current situation. Theory and Practice in Curriculum, 8 (16), 154-119. ]in persian.[
38. Najjar, Z., Talebi, B., Piri, M., Yari, J. (2021). Validation of infrastructures for developing a decentralized curriculum based on land planning in primary school. Journal of Environmental Education and Sustainable Development, 10(1), 161-174. ]in persian.[
39. Nasrollahinia, F., Alamhoda, J. (2020). Review and presentation of the proposed curriculum for the field of educational sciences in the master's degree program (case study: Higher Education Management and Planning). Bi-Quarterly Journal of Higher Education Curriculum Studies, 11(21), 97-138]in persian.[
40. Pedlikin, P. S. (2020). The Closure of Institutions for Those with Intellectual Disabilities: How Depopulation Impacts Programs and Spending (Doctoral dissertation, George Mason University).
41. Rens, J., & Louw, H. (2023). The implementation of a curriculum for learners with severe disability: a success story?. International Journal of Special Education, 38(2).
42. Ressa, T. (2021). Review of Schooling of Learners with Disabilities and the Manifestation of the Hidden Curriculum of Time. Journal of Educational Research and Practice, 11(1), 95-111.
43. Ressa, T., Daniels, D., & Wells-Jensen, S. (2021). Time as a hidden curriculum: Qualitative study of challenges faced by students with mobility, speech, and visual disabilities in P-12 settings. International Journal of Educational Research Review, 6(3), 250-263.
44. Rezaei, I., Nasri, Sh., Armand, M. (2011). Relational Learning Theory and Its Application in University Textbook Design. Journal of University Textbook Research and Writing, 15(2), 81-94. ]in persian.[
45. Rezaei, I., Nili, M. R., Ferdanesh, H., and Alizadeh, M. Sh. (2014). Qualitative content analysis of the theory of relationalism and presentation of a conceptual model for designing learning ecosystems. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 5(1), 33-45. ]in persian.[
46. Rodríguez-Jiménez, M. D. C., Puerta-Araña, I., & González-Afonso, M. C. (2024). Qualitative Study to Identify the Training and Resource Needs of Secondary School Teachers in Responding to Students with SEN and SENS. Disabilities, 4(4), 872-892.
47. Rusilowati, A., Khusniati, M., & Azizah, R. A. (2020, June). Development of plant reproduction props to increase motivation and communication of mentally retarded students in SLB Widya Bhakti Semarang. In Journal of Physics: Conference Series (Vol. 1567, No. 4, p. 042052). IOP Publishing.
48. Saadatmand, Z., Dadkani, M. Y., Rahmani, J. B. (2018). Analysis of decentralized curriculum model in selected countries in order to present a proposed model for primary education in Iran. Jundishapur Quarterly Journal of Educational Development, 9(2), 110-119. ]in persian.[
49. Safari, A., & Deyreh, E. (2021). Factors affecting the social skills in the curriculum of mentally retarded students from the viewpoints of educational managers in Bushehr Province, Iran. Razavi International Journal of Medicine, 9(1), 21-26.
50. Samadi, P. (2017). School-centered curriculum development model. Iranian Encyclopedia of Curriculum. ]in persian.[
51. Snider, J. E., & Dymond, S. K. (2023). Curricular areas in which students with intellectual disability receive instruction. Journal of Developmental and Physical Disabilities, 35(2), 295-315.
52. Stăiculescu, C., Dincă, V. M., & Gheba, A. (2022). Analysis of the factors influencing the favorable participation of students with special needs in public tertiary education in Romania. Sustainability, 14(17), 10803.
53. Taghipour, M., Qoltash, A., Mashinchi, A. A. (2022). Design and validation of a model of teacher and parent participation in the development of a special school program (BOM) for secondary school. Quarterly Journal of Educational Leadership and Management, 16(2), 197-227. ]in persian.[
54. Tavakolizadeh, J., Yazdi, E. S., & Akbary, A. (2019). The impact of Adler lifestyle education on resiliency of parents of educable mentally retarded students. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 10(3), 5-11.
55. Tourani, H. (2019). Special School Program. School Management Development Quarterly, 3 (17). 32-34. ]in persian.[
56. Traina, I. (2023). Designing a curriculum for supporting the transition to adult life of young adults with intellectual disabilities. ADVANCES IN EDUCATION AND EDUCATIONAL TRENDS, 8, 182-194.
57. Virvidaki, A., Milakis, E. D., Argyrakou, C. C., Vasilara, A., Bampouli, I., & Charalampidis, G. (2024). Decentralization Dynamics and their Impact on Special Education: A سامانمند Literature Review. INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION, 16(1), 10-48047.
58. Weiss, S., Markowetz, R., & Kiel, E. (2018). How to teach students with moderate and severe intellectual disabilities in inclusive and special education settings: Teachers’ perspectives on skills, knowledge and attitudes. European Educational Research Journal, 17(6), 837-856.
59. Yarmohammadian, A., Qomrani, A., Dadmehr, A. A., Rezaei, K., Karamimanesh, V., and Alizadeh, M. (2013). The effect of family-based psychological and educational interventions on improving adaptive behaviors of students with intellectual disabilities, Quarterly Journal of Psychology of Exceptional Individuals, 3(12), 165. ]in persian.[
60. Young, K., & Clerke, T. (2024). Inclusion of students with disability in qualitative education research–a scoping review. International Journal of Qualitative Methods, 23, 16094069241244869.
