تجربه زیسته معلمان مدارس استثنایی از عوامل موثر بر پذیرش معلولیت کودک توسط والدین: یک مطالعه کیفی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه اصفهان

2 دانشجوی دکتری روانشناسی و آموزش افراد با نیازهای خاص، دانشگاه اصفهان، اصفهان، ایران

3 گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده روانشناسی وعلوم تربیتی، دانشگاه اصفهان

چکیده
پذیرش معلولیت فرزند از سوی والدین می‌تواند در تسریع و تسهیل فرآیند مداخله بهنگام و دریافت برنامه‌های درمانی و آموزشی مناسب موثر باشد. بر این اساس، هدف از پژوهش حاضر، بررسی تجربه زیسته‌ی معلمان مدارس استثنایی از عوامل موثر بر پذیرش معلولیت فرزندان دارای معلولیت بود. این پژوهش به روش پدیدارشناسی انجام شد و جامعه‌ی مورد مطالعه‌، شامل تمامی معلمان دانش‌آموزان با معلولیت بود که در سال تحصیلی 1402-1403 در شهر اصفهان مشغول تدریس بودند. نمونه‌گیری این پژوهش به روش هدفمند انجام شد که با در نظر گرفتن حد اشباع داده‌ها، 11 نفر مورد مصاحبه قرار گرفتند. به منظور تحلیل مصاحبه‌ها، از روش کلایزی استفاده شد. یافته‌های این پژوهش، پس از استخراج موضوعی داده‌ها، در 5 مقوله اصلی و 28 مقوله فرعی طبقه‌بندی شدند. مقوله‌ها‌ی اصلی عبارت بودند از: ماهیت معلولیت فرزند، ویژگی‌های فرزند، ویژگی‌های دموگرافیک والدین، وضعیت روانشناختی والدین، شرایط محیطی. با توجه به یافته‌های این پژوهش، می‌توان نتیجه گرفت که پذیرش معلولیت توسط والدین فرآیندی چندوجهی است که تحت تأثیر عوامل متعددی قرار دارد. این عوامل زمینه‌ساز چالش‌هایی هستند که می‌توانند اقدامات مؤثر در مسیر توانبخشی دانش‌آموزان را به تأخیر انداخته یا محدود سازند. در نتیجه، برنامه‌ریزی و تدوین راهبردهای توانبخشی آتی باید به شکلی جامع به این عوامل زمینه‌ای توجه مبذول دارد تا اثربخشی مداخلات به حداکثر برسد.

کلیدواژه‌ها


عنوان مقاله English

The Lived Experience of Exceptional School Teachers of the Factors Affecting the Acceptance of a Child's Disability by Parents: A Qualitative Study

نویسندگان English

Marjan Haydari 1
Masoume Yazdanipour 2
Salar Faramarzi 3
1 University of Isfahan
2 Ph.D. Student in Psychology and education of children with special needs, University of Isfahan, Isfahan, Iran.
3 Department of Education and Psychology of Children with Special needs, Faculty of Education and Psychology, University of Isfahan
چکیده English

Parental acceptance of a child’s disability can play a crucial role in facilitating timely intervention and the receipt of appropriate therapeutic and educational programs. Accordingly, the present study aimed to explore the lived experiences of special education teachers regarding factors influencing parents’ acceptance of their children’s disabilities. This study was conducted using a phenomenological approach and the study population included all teachers of students with disabilities who were teaching in the city of Isfahan during the 2023–2024 academic year. Purposeful sampling was employed, and interviews were conducted with 11 participants until data saturation was reached. To analyze the interviews, Colaizzi’s method was used. The findings, after thematic extraction, were categorized into 5 main themes and 28 subthemes. The main themes were: the nature of the child’s disability, child characteristics, parental demographic characteristics, parental psychological status, and environmental conditions. Based on the findings of this study, it can be concluded that parental acceptance of disability is a multifaceted process influenced by numerous factors. These underlying factors create challenges that can delay or restrict the implementation of effective rehabilitation interventions for students. Consequently, the planning and development of future rehabilitation strategies must comprehensively address these underlying factors to maximize the effectiveness of interventions.

کلیدواژه‌ها English

acceptance of disability
lived experience
exceptional school teachers
parents
منابع فارسی
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