بررسی نگرش معلمان در خصوص ضرورت آموزش فراگیر و راهکارهای اجرای موفق آن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه بیرجند، بیرجند، ایران

2 کارشناسی ارشد روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران

3 استادیار گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه بیرجند، بیرجند، ایران

چکیده

یکی از اهداف مهم نظام آموزشی، اجرای موفق آموزش فراگیر است؛ بنابراین باید به بررسی عوامل مؤثر بر موفقیت آموزش فراگیر پرداخت. هدف پژوهش حاضر بررسی نگرش معلمان به ضرورت آموزش فراگیر و راهکارهای پیشنهادی درخصوص اجرای موفق آن است. پژوهش حاضر از لحاظ هدف کاربردی و در چارچوب رویکرد کیفی از نوع پدیدارشناسی است. داده‌ها با مصاحبۀ نیمه‌ساختاریافته گردآوری و با استفاده از روش تحلیل محتوا تجزیه و تحلیل شدند. شرکت‌کنندگان کلیۀ معلمان شهرستان تربت‌حیدریه در سال تحصیلی 1400-1399 هستند. براساس نمونه‌گیری هدفمند، 15 معلم زن و 15 معلم مرد (شاغل در مدارس استثنایی و عادی) انتخاب شدند و با آن‌ها مصاحبه شد. براساس نتایج پژوهش، معلمان درخصوص ضرورت آموزش فراگیر دیدگاه‌های منفی، مثبت و میانه دارند که 83 درصد از شرکت‌کنندگان به ضرورت‌نداشتن آموزش فراگیر معتقد بودند. راهکارهای مصاحبه‌شوندگان برای تحقق موفقیت‌آمیز آموزش فراگیر در چهار تم «آماده‌سازی حرفه‌ای معلمان»، «آماده‌سازی مدارس»، «آماده‌سازی دانش‌آموزان» و «تعیین نحوۀ شمول دانش‌آموزان» ارائه و گروه‌بندی شدند. تم «آماده‌سازی حرفه‌ای معلمان» به‌عنوان مهم‌ترین راهکار مطرح شد. با توجه به اهمیت آموزش فراگیر باید به عوامل تأثیرگذار بر نگرش معلم توجه ویژه کرد و با کاربست و اجرای هرچه بیشتر راهکارهای ارائه‌شده برای موفقیت آموزش فراگیر، بر کیفیت آموزش و یادگیری در محیط فراگیر افزود.

کلیدواژه‌ها

عنوان مقاله [English]

A Study of Teachers’ Perspectives towards the Requirement for Inclusive Education and Courses of Action for Its Successful Implementation

نویسندگان [English]

  • Azadeh Momeni 1
  • Farzaneh Saneie 2
  • Leila Talebzade Shoshtari 3
1 MSc in Educational Psychology, Educational Science and Psychology Faculty, Birjand University, Birjand, Iran
2 MSc in Educational Psychology, Educational Science and Psychology Faculty, Ferdowsi University of Mashhad, Mashhad, Iran
3 Psychology Department, Educational Science and Psychology Faculty, Birjand University, Birjand, Iran
چکیده [English]

One of the most important goals of the education system is the successful implementation of inclusive education. Therefore, the factors that influence the success of inclusive education should be investigated. The purpose of the present study is to investigate teachers’ perspectives on the requirements of inclusive education and recommended actions for its successful implementation. The present study is purposive conducted by using a phenomenological qualitative approach. Data were collected through semi-structured interviews and analyzed using the content analysis method. The participants includes all teachers in Torbat-e Heydariyeh in the school year 2020-2021. Based on purposive sampling, 15 female and 15 male teachers (teaching in exceptional and normal schools) were selected and interviewed. The findings show that teachers have negative, positive and neutral perceptions about the need for inclusive education. In addition, 83% of the participants believed that there is no need for inclusive education. Respondents’ courses of action for successful implementation of inclusive education were divided into four categories: “teacher preparation,” “school preparation,” “student preparation,” and “how to integrate students.” The first theme was considered the most important option for action. Based on the importance of inclusive education, special attention must be paid to the factors that influence the students' perspective. In addition, effective application and implementation of the proposed measures can improve the quality of teaching and learning in an inclusive environment to achieve successful inclusive education.

کلیدواژه‌ها [English]

  • Attitude
  • Inclusive Education
  • Children with Special Needs
  • Qualitative Study

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فصل‌نامه پژوهش‌های کاربردی روانشناختی
دوره 12، شماره 4
اسفند 1400
صفحه 227-250

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