davoud tahmasebzadeh sheikhlar; Ahad azimi Aqbolagh; seyyed taher seyyedi nazarloo; syamand Ghaderi
Abstract
Providing inclusive, sustainable, and accessible education for students with disabilities can be a result of recognizing and protecting their rights. The purpose of this study is to describe and understand the lived experience of students with physical disabilities from participation in inclusive education ...
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Providing inclusive, sustainable, and accessible education for students with disabilities can be a result of recognizing and protecting their rights. The purpose of this study is to describe and understand the lived experience of students with physical disabilities from participation in inclusive education at the level of higher education. This research was conducted in the academic year 2019-2020 based on an interpretive paradigm and qualitative approach and using the phenomenological method of a psychological (scientific) type. From the community of physical students, 18 students with severe and very severe disabilities were selected using purposive sampling and participated in a semi-structured in-depth interview. Data analysis was performed manually, simultaneously with data collection, using the proposed Colaizzi model. Data validation strategies were performed using the methods of External checks, Member checks, allocating sufficient time for data collection, continuous conflict, and investigator triangulation. Findings were extracted in the main themes of "meaning of education", "barriers to accessibility", "education fees", "human relations" and "organizational role" and several other sub-themes. The results show that despite the strong internal motivation of students with disabilities to prove their abilities, as well as the supportive communication space in informal groups, this is a disabling academic environment and organizational neglect that is a strong barrier against students with disabilities and prevents the realization of the goals of the social model of disability and inclusive education. The results warn that the lack of adaptation of the university environment will lead to the failure of the experienced curricula of students with physical disabilities.
mehrzad ramezanloo; Khadijeh Abolmaali Alhosseini; Fariborz Bagheri; somayeh robatmili
Abstract
Autism spectrum disorder is a complex developmental condition that is associated with ongoing challenges in the child's social interaction, speech, and nonverbal communication, and affects mother-child interaction. The purpose of this study was to investigate the lived experience of mothers’s children ...
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Autism spectrum disorder is a complex developmental condition that is associated with ongoing challenges in the child's social interaction, speech, and nonverbal communication, and affects mother-child interaction. The purpose of this study was to investigate the lived experience of mothers’s children with autism spectrum disorder. The research method was qualitative with a descriptive phenomenological approach. The population included mothers of children with autism who had been referred to the Autism Association of Iran (in Tehran) in 1398. The sample was selected by the purposeful method and 8 mothers were examined until saturation was achieved. Data were collected by the semi-structured interview method and analyzed by Colaizzi’s seven-step method. Findings from the lived experience of mothers of children with autism were summarized in 4 main themes including the expression of conflicting emotions (positive and negative), weak psychological capital, limitations in social support networks, and effects and consequences. Also, several other sub-themes were identified. The findings of this study emphasize the importance of providing appropriate social support services for mothers of children with an autism spectrum disorder. The results of this study emphasize the importance of providing appropriate social support services for mothers with children with an autism spectrum disorder. It is also recommended that psychologists and counselors focus on promoting psychological capital to improve quality of life for mothers with children with an autism spectrum disorder.