نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
Background: Students with hearing impairments face multiple challenges in learning, comprehending, and expressing emotions. Despite the crucial role of teaching positive emotions in enhancing social development, emotional regulation, and mental health, a review of the literature indicates that few studies have investigated the factors influencing the teaching of positive emotions in this population.
Aim: This study aimed to identify factors influencing the teaching of positive emotions to students with hearing impairments in Shahr-e Kord.
Method: This qualitative study employed a descriptive phenomenological approach in 2024. Participants included 11 teachers from special schools in Shahr-e Kord, selected through purposive sampling until theoretical saturation was reached. Data were collected using semi-structured interviews and analyzed through thematic analysis based on Braun and Clarke’s (2006) framework.
Results: The findings indicated that the teaching of positive emotions to students with hearing impairments is shaped by both hindering and facilitating factors. Four main themes and 13 sub-themes were identified. Barriers included a lack of specialized training for teachers, communication limitations arising from hearing impairments, and work-related pressures. In contrast, the use of sign language and art, participatory teaching methods, and the creation of a safe educational environment were identified as facilitating factors. Additionally, strategies such as conducting specialized training courses, producing multimedia content, integrating emotional education into the curriculum, and fostering close family-school collaboration can enhance the effectiveness of teaching positive emotions.
Conclusions: The results suggest that teaching positive emotions plays a critical role in the holistic development of students with hearing impairments. Considering the identified challenges, designing specialized, participatory, and communication-adapted educational programs can improve the effectiveness of instruction. Furthermore, the integration of multimedia approaches, incorporation of emotional education into the curriculum, and structured collaboration with families can facilitate more effective implementation. These findings may provide practical guidance for educational planning, designing targeted interventions, and enhancing the quality of education in special schools and centers.
کلیدواژهها English
