Model of Special School Curriculum Components for Students with Intellectual Disabilities: A Synthesis Research Approach
Subject Areas : EducationElham Hafizi 1 , Hossain Momenimahmouei 2 * , Omid vandad 3 , Ahmad Akbari 4
1 -
2 - Associate Professor of Curriculum Studies, Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran. (Corresponding author).
3 - Assistant Professor of Educational Management, Dareh Shahr Branch, Islamic Azad University, Dareh Shahr, Iran
4 - Department of Educational Management, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran
Keywords: Special school program, mentally retarded students, research synthesis, school-centered,
Abstract :
Introduction: Designing special school programs that are appropriate for the characteristics of students with intellectual disabilities has become a major concern in the field of inclusive education in recent years. In this regard, the present study aims to identify and explain the components of a special school program model for students with intellectual disabilities in order to provide a comprehensive and systematic picture of the dimensions that affect the design of such a program.
research methodology: This research was conducted with a qualitative approach and a synthesis research method. The scope of the research consists of all scientific-research articles related to educational planning, school-based and education of students with special needs, from which, using purposive sampling and based on theoretical saturation, 28 articles were selected as the final sample. Data were collected and coded through qualitative document analysis.
Findings: The analysis of the findings led to the extraction of a conceptual model of the special school program in the form of 4 macro-dimensions, 12 axes, and 60 specialized components. The four dimensions include: school-centered leadership in implementing the educational program (including participatory policy-making, effective management of the implementation process, strengthening leadership capacity in inclusive), professional empowerment of teachers for teaching in special school-centered education (including specialized training based on dimensions of intellectual disability, professional support structures, and teacher training in the ecological field), local and individual-centered content design (including school ecosystem analysis, life skills training, design); environmental and technological infrastructure supporting the school-centered program for children with intellectual disabilities.
Conclusion: According to the findings, it can be concluded that a special school curriculum requires attention to human, managerial, and curriculum planning dimensions. This model can be used as a strategic framework for policymakers, administrators, and educational planners in developing school-based programs for students with intellectual disabilities.
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