بررسی تجربه زیسته مربیان کودکان دچار اختلالات یادگیری ویژه: یک مطالعه کیفی پدیدارشناسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، آذربایجان شرقی، ایران.

2 گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، آذربایجان شرقی، ایران

3 گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، آذربایجان شرقی، ایران

10.32598/JLD.10.3.2

چکیده

هدف: پژوهش حاضر با هدف بررسی تجربه زیسته مربیانی که سال‌ها با کودکان دچار اختلالات یادگیری ویژه در ارتباط بوده‌اند، با روش کیفی پدیدار‌شناسی انجام شد.
روش ها:  اطلاعات با استفاده از مصاحبه‌های نیمه ساختاریافته با نُه نفر از مربیان شاغل در مراکز اختلالات یادگیری شهر بندرعباس که از معیارهای لازم برای ورود به مطالعه برخوردار بودند، به روش نمونه‌گیری هدفمند و تا رسیدن به مرحله اشباع داده‌ها گردآوری شد. 
یافته ها: داده‌ها  با روش پیشنهادی اسمیت، طی چهار مرحله تجزیه و تحلیل شد. یافته‌های حاصل‌شده مشتمل بر شش مضمون اصلی (خصوصیات اخلاقی و رفتاری کودکان اختلالات یادگیری خاص، نقش خانواده، عملکرد مدرسه، بایسته‌های مربی‌گری، تأثیر شغل در زندگی مربیان، امکانات آموزشی و درمانی) و نوزده مضمون فرعی  بود.
نتیجه گیری: بررسی تجارب مربیان اطلاعات ارزشمندی را برای خانواده‌ها، معلمان و مربیان آموزش ویژه در جهت تشخیص و مداخله بهنگام، حمایت چندجانبه و کمک به بهبود وضعیت و شرایط کودکان دچار اختلال یادگیری ویژه فراهم می‌کند.

کلیدواژه‌ها


عنوان مقاله [English]

Investigation of Lived Experience of Teachers of Children With Special Learning Disabilities: A Phenomenological Qualitative Approach

نویسندگان [English]

  • Samira Chenari 1
  • Yusef Adib 2
  • ZoleyKha Abedini 3
1 Department of Educational Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, East Azerbaijan, Iran
2 Department of Educational Science, Faculty of Educational Sciences and Psychology, University of Tabriz, East Azerbaijan, Iran
3 Department of Educational Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, East Azerbaijan, Iran
چکیده [English]

Objective: This study aimed to investigate the lived experiences of the teachers who have been dealing with students with Special Learning Disorders (SLD) for years. The research employed a phenomenological-qualitative approach.
Methods: The data was collected using semi-structural interviews with 9 teachers who had the required criterion and worked at learning disorder centers in Bandar Abbas. The study participants were selected through purposeful sampling until the data saturation stage was reached. Then, the data were analyzed through four stages employing the method proposed by Smith. 
Results: The findings implied six main categories (Moral and behavioral characteristics of SLD Children, Family Role, School Performance, Teaching Requirements, the Effect of Job on the Teacher’s Life, Remedial and Educational Facilities) and nineteen sub-categories.
Conclusion: Investigating teachers’ experiences gives families, teachers, and special teaching educators valuable information to recognize and intervene on time. It also provides multilateral support and helps improve the status and conditions of children with SLD.

کلیدواژه‌ها [English]

  • Special Learning Disabilities
  • Lived Experience
  • Teachers
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