الگوی مولفه های برنامه درسی ویژه مدرسه برای دانش آموزان کم‌توان ذهنی: رویکرد سنتزپژوهی
محورهای موضوعی : تعلیم و تربیتالهام 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.
کلید واژه: برنامه ویژه مدرسه, دانش‌آموزان کم‌توان ذهنی, سنتز پژوهی, مدرسه‌محوری,
چکیده مقاله :
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.
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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