پدیده رهاشدگی در دانش آموزان نارساخوان: درک پیامدهای بلندمدت غفلت از دانش آموزان نارساخوان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 مربی، گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه اردکان، اردکان، یزد، ایران

2 استاد، گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران

3 دانشیار، گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران

چکیده

هدف از این پژوهش، واکاوی پدیده رهاشدگی در دانش آموزان نارساخوان و درک پیامدهای بلند مدت آن بود.
روش پژوهش، کیفی و از نوع تحلیل پدیدارشناسی تفسیری بود. جامعه پژوهشی شامل تمام دانش آموزان نارساخوان در دوره متوسطه دوم در سال تحصیلی 1403-1402 در استان یزد بودند. با استفاده از روش نمونه گیری هدفمند، تعداد شش نفر از دانش آموزان انتخاب شده و با آنان مصاحبه های عمیق نیمه ساختاریافته انجام و داده ها گردآوری شد. برای تجزیه و تحلیل داده های حاصل از مصاحبه، از روش دیکلمن، آلن و تانر (1989)، استفاده شد. همچنین با استفاده از منابع کتابخانه ای و پایگاه های اطلاعاتی معتبر داخلی و بین المللی، قوانین مربوط به آموزش و پرورش استثنایی مورد بررسی قرار گرفت.
نتایج نشان داد تجربه زیسته دانش آموزان نارساخوان دربردارنده سه مضمون اصلی چالشهای تحصیلی (شامل مضمونهای فرعی مشکلات تحصیلی، استراتژی های جبرانی، حمایتها و تسهیلات پس از دوره ابتدایی)، چالشهای اجتماعی (شامل مضمونهای فرعی تجارب اجتماعی مثبت و تجارب اجتماعی منفی) و چالشهای عاطفی (شامل مضمونهای فرعی هیجانات سازنده و هیجانات مخرب) بود.
یافته های حاصل از این پژوهش شکافهای مطالعاتی را نشان می دهد که در زمینه چالشهای نوجوانان و بزرگسالان نارساخوان وجود دارد. بنابراین بایسته است سیاست گذاران آموزشی، رویکرد خود را تغییر دهند و گمان نکنند که حمایتهای همه جانبه در دوران طلایی آموزش و پرورش آنها هزینه مازاد برای دولت ایجاد می کند، بلکه واقع بینانه آن است که این حمایت را نوعی سرمایه گذاری برای شکوفا شدن استعدادهای بالقوه آنها بدانند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The phenomenon of abandonment in dyslexic students: Understanding the long-term consequences of neglecting dyslexic students

نویسندگان [English]

  • Razieh Jamaati Ardakani 1
  • Mahnaz Akhavan Tafti 2
  • Morteza Monadi 3
1 Department of Psychology, Faculty of Humanities and Social Sciences, Ardakan University, Yazd, Ardakan, Iran.
2 Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran
3 Associate Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran
چکیده [English]

Objective: The present study was aimed to analyze the abandonment phenomenon in dyslexic students and to understand its long-term consequences.
Methods: A qualitative research approach, specifically interpretive phenomenological analysis, was employed. The research population included all dyslexic students in the second secondary school in Yazd province during the academic year 2022-2023. Using purposeful sampling, six selected students participated in in-depth semi-structured interviews. The data collected from these interviews were analyzed using the Dickelman, Allen, and Tanner (1989) method, which is common in interpretive phenomenology. Also, by using library resources and reliable domestic and international databases, the laws related to exceptional education were examined.
Findings: The results revealed that the lived experiences of dyslexic students encompass three main themes: academic challenges (with sub-themes of academic problems, compensatory strategies, and support systems and resources after primary school), social challenges (with sub-themes of positive and negative social experiences), and emotional challenges (with sub-themes of constructive and destructive emotions).
Conclusion: The findings highlight substantial gaps in research on the challenges encountered by adolescents and adults with dyslexia. Educational policymakers should reconsider their approach, recognizing that comprehensive support during the critical period of education is not an excess cost but an investment. This support can foster the development of their potential talents.

کلیدواژه‌ها [English]

  • abandonment phenomenon
  • Dyslexic students
  • long-term consequences of neglect
  • Interpretive phenomenology
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