Factors affecting the social skills in the curriculum of mentally retarded students from the viewpoints of educational managers in Bushehr Province, Iran

Background and Aims: Given the considerable importance of education among children with intellectual disability, the present study aimed to investigate the factors affecting the social skills in the curriculum of students with mental retardation. Materials and Methods: The statistical population of this study included all experts in the special education organization, all curriculum planning specialists in vocational high school, and all high-school teachers of mentally retarded students in Busher Province, Iran. The statistical sample was selected using simple random sampling and Cochran’s formula. A total of 40 experts in special education, 80 curriculum planners, and 93 teachers were requested to complete the questionnaire. A researcher-made questionnaire was utilized to collect data. Results: According to the results, the teachers believed in the poor suitability of vocational high-school curricula concerning the social interests of such students, less individual self-sufficiency achievement among graduates, and an insignificant role in the vocational rehabilitation of mentally retarded students. Conclusion: More efforts should be taken to improve the social interests, willingness, self-sufficiency, and vocational rehabilitation of intellectually disabled children.