سنخ‌شناسی مشارکت مادران کودکان دارای اختلال رشد عقلانی در آموزش فرزندان

باقرزاده لاکانی, محدثه; رضایی, سجاد; قربانپور لفمجانی, امیر

doi:10.22077/qrbs.2025.8339.1066

سنخ‌شناسی مشارکت مادران کودکان دارای اختلال رشد عقلانی در آموزش فرزندان

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ کارشناسی ارشد آموزش و ‌روان‌شناسی کودکان استثنایی، گروه روان‌شناسی، دانشگاه گیلان، رشت

² دانشیار، گروه روان‌شناسی، دانشگاه گیلان، رشت

³ دانشیار، گروه علوم‌تربیتی و مشاوره، دانشگاه گیلان، رشت

10.22077/qrbs.2025.8339.1066

چکیده

زمینه: مشارکت مادران در آموزش کودکان دارای اختلال رشدِ عقلانی گونه‌های متنوعی دارد. این تنوع روش‌ها، نشان‌دهندۀ دغدغۀ مادران نسبت به تکمیل وظایف مادری است.
هدف: هدف پژوهش حاضر بررسی گونه‌های مشارکت مادران کودکان دارای اختلال رشد عقلانی در آموزش فرزندان بود.
روش: در این پژوهش از روش کیفی از نوع تحلیل مضمون و کدگذاری مضمونی برای تحلیل و سنخ‌شناسی داده‌های پژوهش استفاده شد. جامعۀ آماری مادرانِ کودکان دارای اختلال رشد عقلانی در مدرسه کودکان با نیاز ویژه (آموزشگاه دکتر خزائلی) شهر رشت در سال تحصیلی 1401-1402 بود. شرکت‌کنندگان با استفاده از روش نمونه‌گیری هدفمند انتخاب شدند. با در نظر گرفتن معیار اشباع نظری برای تعیین حجم نمونه، مصاحبه‌های نیمه‌ساختاریافته تا رسیدن به اشباع ادامه یافت و در پایان تعداد شرکت‌کنندگان به 20 نفر رسید. در پایان مصاحبه، برای اعتبار پژوهش، موافقت مصاحبه‌شوندگان از محتویات اظهاراتشان دریافت شد.
یافته‌ها: نتایج مصاحبه‌ها پس از استخراج، در 5 مضمون اصلی و 11 مضمون فرعی طبقه‌بندی شد. مضامین اصلی، پیرامون انواع مشارکت مادران شامل رجوع به مدرسه، تمسک به مؤسسات خصوصی، تسکین توسط جادو، مقابله‌های مذهبی تفویضی و انفعال بود. هر یک از این مضامین، از طریق تحلیل و ترکیب چند زیرمضمون حاصل شد.
نتیجه‌گیری: یافته‌های این پژوهش نشان داد که مادران از روش‌های گوناگون و گاهی ترکیبی برای جبران کاستی‌های آموزشیِ فرزندان خود استفاده می‌کنند. این یافته‌ها می‌تواند پیامدهای کاربردیِ مهمی برای کارگزارانِ آموزشِ کودکان با نیاز ویژه، متخصصان تعلیم و تربیت، معلمان و مشاوران داشته باشد؛ از جمله به کارگیریِ مؤثر مشارکت والدین به منظورِ ارتقای آموزش کودکان دارای اختلال رشد عقلانی.

کلیدواژه‌ها

موضوعات

پژوهش کیفی

عنوان مقاله [English]

A Classification of Mothers’ Participation in the Educational Processes of Children with Intellectual Developmental Disability

نویسندگان [English]

mohadese bagherzade lakani ¹
sajjad rezaei ²
amir Qorbanpoorlafmejani ³

¹ MA in Education and Psychology of Exceptional Children, Department of Psychology, University of Guilan, Rasht, Iran

² Associate Professor, Departman of Psychology, University of Guilan, Rasht, Iran

³ Associate Professor, Department of Educational sciences and counseling, University of Guilan, Rasht, Iran

چکیده [English]

Background: Mothers engage in a range of different ways when educating children with intellectual developmental disabilities. This variety reflects their dedication and deep concern for adequately meeting their maternal roles.
Aim: The aim of the present study was to examine the various forms of mothers’ involvement in the education of children with intellectual developmental disorders.
Method: This study employed a qualitative approach using thematic analysis and thematic coding to analyze and classify the research data. The study population consisted of mothers of children with intellectual developmental disorders attending special needs schools in Rasht. Participants were selected through purposive sampling. Considering the criterion of theoretical saturation to determine sample size, semi-structured interviews continued until saturation was reached, resulting in a total of 20 participants. To ensure the study’s credibility, participant consent regarding the content of their statements was obtained at the end of each interview.
Results: The results of the interviews were categorized into five main themes and eleven sub-themes. The main themes reflected different forms of mothers' involvement, including school engagement, reliance on private institutions, seeking relief through magical practices, religious-delegative coping, and passivity. Each of these themes emerged through the analysis and synthesis of several underlying sub-themes.
Conclusions: The findings of this study revealed that mothers employ a variety of strategies-sometimes combining different approaches-to compensate for gaps in their children’s education. These insights offer valuable practical implications for professionals involved in special education, including educators, specialists, teachers, and counselors, by highlighting the importance of effectively engaging parents in efforts to enhance the education of children with intellectual developmental disorder.

کلیدواژه‌ها [English]

parental involvement
children with intellectual developmental disorders
mothers
education
thematic analysis
intellectually disabled
intellectual disability
intellectual developmental disorder

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