عوامل موثر بر مشارکت فعال والدین در امر آموزش و پرورش و توانبخشی دانش‌آموزان با نیازهای ویژه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار روان‌شناسی و آموزش کودکان استثنایی، گروه علوم تربیتی، دانشگده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

2 استاد گروه علوم تربیتی

3 مدرس دانشگاه فرهنگیان

چکیده

پیشینه و هدف: مشارکت والدین در آموزش و توانبخشی کودکان با نیازهای ویژه نقش مهمی در رشد این گروه از کودکان دارد. هدف از پژوهش حاضر مطالعه عوامل موثر بر مشارکت فعال والدین دارای دانش‌آموزان با نیازه‌های ویژه در آموزش و توانبخشی فرزندانشان بود.
روش‌ها: طرح پژوهش کیفی پدیدارشناسی برای بررسی این عوامل مورد استفاده قرار گرفت. جامعه‌ آماری پژوهش شامل مادران دارای دانش‌آموزان اختلال یادگیری ویژه و نارسایی‌های ذهنی بودند که به صورت نمونه‌گیری در دسترس انتخاب شدند. مصاحبه نیمه‌ساختار یافته با 21 نفر از این گروه از مادران تا رسیدن به مرحله اشباع نظری انجام گرفت.
یافته‌ها: تحلیل داده‌ها با روش کلایزی تا مشخص کردن مضامین اصلی و فرعی انجام شد. یافته‌ها نشان داد که عوامل موثر در مشارکت فعال والدینی در آموزش و توانبخشی کودک دارای نیازه‌های آموزشی ویژه شامل عوامل اقتصادی (مانند داشتن پول، کاهش هزینه‌های درمانی و خدمات بیمه‌ای و کاهش هزینه‌های حمل و نقل)، عوامل اجتماعی (مانند حمایت اجتماعی، مشارکت‌های اجتماعی و مشارکت‌های تخصصی اجتماعی) و عوامل خانوادگی (مثل مشارکت بیشتر پدر، حفظ انسجام درون‌خانوادگی، حمایت اعضای خانواده و آگاهی و دانش اعضای خانواده) بود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Factors affecting the actively participation of parents in the Education and Rehabilitation of students with special educational needs

نویسندگان [English]

  • Nemati Nemati 1
  • rahim badri gargari 2
  • hossein ostadhasanloo 3
1 Ph.D. in Psychology and Education of Exceptional Children, Associate Professor, Educational Sciences Department, School of Education and Psychology, University of Tabriz, Tabriz,
2 education department, education faculty University of Tabriz
3 cfu
چکیده [English]

Background and Objectives: Parental involvement in the education and rehabilitation of children with special educational needs plays an important role in the development of this group of children. The aim of the current study was to study the Factors affecting the effectively participation of parents in the education and rehabilitation of students with special Educational needs.
Methods: A qualitative phenomenological research design was used to explore the factors. The statistical population included mothers of children with and without intellectual and developmental disabilities and specific learning disabilities, who were selected by convenience sampling. In the same vein, semi structured interviews were conducted with 21 parents of this group of children who were purposefully selected to reach the theoretical saturation stage. Data analysis was done by means of the Colaizzi method and identification of main and sub-themes. Findings: Findings revealed that effective factors in effectively parental involvement in education and rehabilitation of children with special educational needs include economic factors (such as having money, reducing medical and insurance costs and reducing transportation costs), social factors (such as social support, social partnerships, and specialized social partnerships) and family factors (such as greater father involvement, maintaining intra-family cohesion, family member support, and family members' knowledge)
Conclusion: Comprehensive family, social and economic support is offered to this group of parents.

کلیدواژه‌ها [English]

  • Effectively parental involvement
  • rehabilitation
  • special educational needs
  • effective factors
نعمتی، ش. بدری گرگری، ر. خادم، ق. (1400).  نقش سازه­های بخشش و نوع­دوستی در پیش­بینی بهزیستی روان­شناختی: پژوهشی در حوزه نارسایی­های ذهنی و تحولی. چشم­انداز برنامه درسی و آموزش، 1(4)، 1-16.
Acar, S., Chen, C. I., & Xie, H. (2021). Parental involvement in developmental disabilities across three cultures: A systematic review. Research in Developmental Disabilities, 110, 103861.
American Psychiatric Association, & American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5. United States.
Anderegg, M. L., Vergason, G. A., & Smith, M. C. (1992). A visual representation of the grief cycle for use by teachers with families of children with disabilities. Remedial and Special Education, 13(2), 17-23.
Blacher, J. (1984). A dynamic perspective on the impact of a severely handicapped child on the family. Severely handicapped young children and their families: Research in review, 3-50.
Blacher, J., & Baker, B. L. (2007). Positive impact of intellectual disability on families. American Journal on Mental Retardation, 112(5), 330-348.
Boushey, A. (2001). The grief cycle—One parent's trip around. Focus on Autism and Other Developmental Disabilities, 16(1), 27-30.
Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. Handbook of child psychology, 1.
Buntinx, W. H. (2013). Understanding disability: A strengths-based approach. The Oxford handbook of positive psychology and disability, 7-18.
Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it.
Emerson, E., & Hatton, C. (2009). Socioeconomic position, poverty, and family research. International review of research in mental retardation, 37, 97-129.
Ferguson, P. M. (2002). A place in the family: An historical interpretation of research on parental reactions to having a child with a disability. The journal of special education, 36(3), 124-131.
Gargiulo, R. M., & Bouck, E. C. (2019). Special education in contemporary society: An introduction to exceptionality. Sage Publications.
Glidden, L. M. E., Abbeduto, L. E., McIntyre, L. L. E., & Tassé, M. J. (2021). APA handbook of intellectual and developmental disabilities: Foundations, Vol. 1. American Psychological Association.
Hallahan, D. P., Pullen, P. C., Kauffman, J. M., & Badar, J. (2020). Exceptional learners. In Oxford Research Encyclopedia of Education.
Harris, J. C. (2006). Intellectual disability: Understanding its development, causes, classification, evaluation, and treatment. Oxford University Press.
Harris, J. C. (2013). New terminology for mental retardation in DSM-5 and ICD-11. Current opinion in psychiatry, 26(3), 260-262.
Heward, W. L., Alber, S. R., & Konrad, M. (2016). Exceptional children: An introduction to special education, 11 Edition.
Holland, K. D. (2006). UNDERSTANDING THE PARENTS OF THE SPECIAL NEEDS CHILD. Exceptional Parent, 36(8), 60.
Hoover, J. J., & DeBettencourt, L. U. (2018). Educating culturally and linguistically diverse exceptional learners: The need for continued advocacy. Exceptionality, 26(3), 176-189.
Kayfitz, A. D., Gragg, M. N., & Robert Orr, R. (2010). Positive experiences of mothers and fathers of children with autism. Journal of Applied Research in Intellectual Disabilities, 23(4), 337-343.
Kirk, S., Gallagher, J. J., & Coleman, M. R. (2014). Educating exceptional children. Cengage Learning.
Lalvani, P. (2008). Mothers of children with Down syndrome: Constructing the sociocultural meaning of disability. Intellectual and developmental disabilities, 46(6), 436-445.
Margalit, M., Raviv, A., & Ankonina, D. B. (1992). Coping and coherence among parents with disabled children. Journal of Clinical Child and Adolescent Psychology, 21(3), 202-209.
Olsson, M. B. (2004). Parents of children with intellectual disabilities.
Patterson, J. M., & Leonard, B. J. (1994). Caregiving and children. Family caregiving across the lifespan, 4, 133-158.
Poyadue, F. S. (1993). Cognitive coping at parents helping parents. Cognitive coping, families, and disability, 95-109.
Purugganan, O. (2018). Intellectual disabilities. Pediatrics in review, 39(6), 299-309.
Scanlon, D. (2013). Specific learning disability and its newest definition: Which is comprehensive? And which is insufficient? Journal of learning disabilities, 46(1), 26-33.
Schulte-Körne, G. (2014). Specific learning disabilities-from DSM-IV to DSM-5. Zeitschrift fur Kinder-und Jugendpsychiatrie und Psychotherapie, 42(5), 369-72.
Shyam, R., & Govil, D. (2014). Stress and family burden in mothers of children with disabilities.
Van Riper, M. (2007). Families of children with Down syndrome: responding to “a change in plans” with resilience. Journal of pediatric nursing, 22(2), 116-128.
Voigt, R. G. (2011). Developmental and behavioral pediatrics (pp. 1-4). M. M. Macias, S. M. Myers, & C. D. Tapia (Eds.). American Academy of Pediatrics.
Wagner, M. M., Newman, L. A., & Javitz, H. S. (2014). The influence of family socioeconomic status on the post–high school outcomes of youth with disabilities. Career Development and Transition for Exceptional Individuals, 37(1), 5-17.
White, N., & Hastings, R. P. (2004). Social and professional support for parents of adolescents with severe intellectual disabilities. Journal of applied research in intellectual disabilities, 17(3), 181-190.
Zablotsky, B., Black, L. I., Maenner, M. J., Schieve, L. A., Danielson, M. L., Bitsko, R. H., ... & Boyle, C. A. (2019). Prevalence and trends of developmental disabilities among children in the United States: 2009–2017. Pediatrics, 144(4).
  • تاریخ دریافت: 22 خرداد 1401
  • تاریخ بازنگری: 26 خرداد 1401
  • تاریخ پذیرش: 02 تیر 1401
  • تاریخ اولین انتشار: 02 تیر 1401
  • تاریخ انتشار: 01 خرداد 1403