Current actions in the physical education curriculum of exceptional schools (providing a model with the foundation's data theory approach)
Subject Areas : Sport Sciences QuarterlySara Jalali Barezari 1 , Hossein Momeni Mahmouni 2 , hoSSAIN Soltani 3 , toutaj falah mehne 4
1 - PHDstudent of Curriculum Studies, Islamic Azad University, Torbat Heydarieh branch, Torbat Heydarieh, Iran
2 - Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran
3 - Assistant Professor of Physical Education, Islamic Azad University, Torbat Heydarieh branch, Torbat Heydarieh, Iran
4 - Department of Educational Sciences, Torbat Heydarieh Branch, Islamic Azad University, Torbat Heydarieh, Iran
Keywords: Physical education, learners with special needs, curriculum, exceptional schools,
Abstract :
Physical education and sports activities are among the most important curricula in schools, this is especially important in exceptional schools due to the important role of this curriculum in improving the movement structure of students. The purpose of the current research is to investigate the current status of the physical education curriculum in exceptional centers. This research was conducted with a qualitative approach and a data-based method. The statistical population includes all agents involved in the physical education curriculum of exceptional schools, who were selected through purposeful criteria-based sampling. Data were collected through semi-structured interviews with ten teachers of exceptional schools, three principals of exceptional schools, and eight physical education teachers of exceptional schools in Torbat Heydarieh city. In order to analyze the data, open, axial and selective coding method was used. Lincoln and Cuban criteria were used to ensure validity and reliability. The results of the research show twenty-one core concepts and nine selected categories, which in the form of a paradigm model include a non-specialist view of physical education curriculum as a core category and causal conditions (infrastructural challenges of schools, knowledge and attitudes of teachers and superficiality of physical education lessons), contextual factors , facilitating intervention conditions , restrictive intervening conditions (cultural and contextual, organizational and behavioral challenges), strategies (communication with learners, inner belief along with practical commitment of teachers, use of creative methods in teaching physical education and networking and interaction) orientation) and consequences were organized.
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