بررسي پيامدهاي قصد نشده (برنامه درسي پنهان) محيط اجتماعي دانش آموزان مقطع ابتدايي مدارس استثنايي دخترو پسر شهر يزد از ديدگاه معلمان

Investigating the Unintended Consequences (Hidden Curriculum) of the Social Environment of Elementary School Students in the Boys and Girls Special Schools of Yazd City from the Perspective of Teachers

ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺷﺮاﯾﻂ ﺧﺎص داﻧﺶ آﻣﻮزان اﺳﺘﺜﻨﺎﺋﯽ و ﻟﺰوم ﺳﺎزﻣﺎﻧﺪﻫﯽ و ﺑﺮﻧﺎﻣﻪ رﯾﺰي در ﺟﻬﺖ ارﺗﻘﺎء ﺳﻄﺢ ﮐﯿﻔﯽ در آﻣﻮزش ﺟﻬﺖ دﺳﺘﯿﺎﺑﯽ ﺑﻪ اﻫﺪاف آﻣﻮزش، داﻧﺶ آﻣﻮزان ﻋﻘﺐ ﻣﺎﻧﺪه ذﻫﻨﯽ ﻧﯿﺰ از اﯾﻦ ﻗﺎﻋﺪه ﻣﺴﺘﺜﻨﯽ ﻧﺒﻮده و اراﺋﻪ راﻫﺒﺮد ﻫﺎﯾﯽ ﻣﺘﻔﺎوت از روش هاي ﺳﻨﺘﯽ ﺿﺮوري ﻣﯽ ﻧﻤﺎﯾﺪ. ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﭘﯿﺎﻣﺪﻫﺎي ﻗﺼﺪ ﻧﺸﺪه (ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﭘﻨﻬﺎن) ﻣﺤﯿﻂ اﺟﺘﻤﺎﻋﯽ دانش آموزان دختر و پسر مقطع ابتدايي مدارس استثنايي شهر يزد از ديدگاه معلمان مي باشد. روش تحقيق، توصيفي از نوع ﮐﯿﻔﯽ اﺳﺖ. ﺑﻪ دﻟﯿﻞ اﯾﻨﮑﻪ ﻣﺎﻫﯿﺖ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﭘﻨﻬﺎن ﻣﻤﻠﻮس و ﻗﺎﺑﻞ اﻧﺪازه ﮔﯿﺮي ﺑﺎ روش ﻫﺎي ﮐﻤﯽ ﻧﯿﺴﺖ ﺻﺎﺣﺐ ﻧﻈﺮان نمونه 20 نفر از آموزگاران بود كه بصورت گزينشي انتخاب شدند و كليه تحليل هاي مربوط به روش كيفي روي همين گروه اﻧﺠﺎم ﮔﺮدﯾﺪ اﺑﺰار ﺗﺤﻘﯿﻖ، در ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ ﻣﺼﺎﺣﺒﻪ ﺑﻮد. در ﺗﻨﻈﯿﻢ ﺳﺆاﻻت ﻣﺼﺎﺣﺒﻪ از ﺳﻮاﻻت ﻣﻌﺘﺒﺮ و ﻧﻈﺮات ﺟﻤﻌﯽ از ﺻﺎحب نظران ﺗﻌﻠﯿﻢ و ﺗﺮﺑﯿﺖ اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از ﺳﻮاﻻت ﺗﺤﻘﯿﻖ ﺣﺎﮐﯽ از آن اﺳﺖ ﮐﻪ ﻓﻀﺎي ﻣﺪرﺳﻪ و ﻧﻮع رﻓﺘﺎر ﻣﻌﻠﻢ ﺗﺎثير بسزايي ﺑﺮ ﻧﻘﺶ ﭘﺬﯾﺮي اﺟﺘﻤﺎﻋﯽ داﻧﺶ آﻣﻮزان اﺳﺘﺜﻨﺎﯾﯽ دارد. ﻋﺪم ﺗﻤﺎﯾﻞ ﺑﻪ ﻧﻈﻢ ﭘﺬﯾﺮي در ﻣﺪارس، ﭘﯿﺎﻣﺪﻫﺎي منفي ﮔوﻧﺎﮔﻮن و ﻓﺮاواﻧﯽ ﺑﺮاي داﻧﺶ آﻣﻮزان اﺳﺘﺜﻨﺎﯾﯽ در ﺣﯿﻄﻪ ﻫﺎي آﻣﻮزﺷﯽ، اﺟﺘﻤﺎﻋﯽ و ﺧﺎﻧﻮادﮔﯽ در ﺑﺮدارد. ﻋﻼﻗﻪ ﻧﺪاﺷﺘﻦ به نظم ﭘﺬﯾﺮي ﺣﺘﯽ در داﻧﺶ آﻣﻮزاﻧﯽ ﮐﻪ دﭼﺎر ﻣﺸﮑﻼت ﺣﺎد و ﻧﺎﺑﻬﻨﺠﺎر ﻧﯿﺴﺘﻨﺪ و زﻣﯿﻨﻪ ﻗﺎﻧﻮن ﮔﺮﯾﺰي ﺧﻮد ﮐﻢ ﺑﯿﻨﯽ و ﺗﺨﻠﻔﺎت ﺑﯿﺸﺘﺮ را در آنان فراهم مي آورد.

With regard to the specific conditions of the mentally retarded students and the need for good planning in order to improve the quality of education and achieve the educational goals, the mentally retarded students are no exception to the rule and it is thus necessary to formulate strategies different from the traditional methods for this type of students. The aim of this study is to investigate the unintended consequence (the hidden curriculum) of the social environment of elementary school students in the boys and girls special schools of Yazd City from the perspective of teachers. This is a descriptive qualitative type of research. As the the hidden curriculum is not tangible by nature and and cannot be measured using quantitative methods, experts propose qualitative methods for this purpose. The study population includes the elementary school teachers in Yazd City among whom 20 teachers were selected as the sample size on whom all analyses of qualitative methods were performed. The research tool used in the study was an interview. The questions used in the interview included a valid set of questions about whih a group of experts of education were consulted. The results of the survey questions indicated that the school atmosphere and the teachers' type of behavior have great impact on the sociability of the mentally retarded students. Lack of tendency to discipline in schools has negative consequences for mentally retarded students in educational, social and family-related areas. Lack of interest in the discipline, even in students who have acute and non-normal problems paves the way for their law aversion, inferiority complex and further violations.