نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد رشته مشاوره توانبخشی، دانشگاه آزاد اسلامی علوم و تحقیقات، تهران، ایران
2 دانشیار، گروه روانشناسی و علوم تربیتی، دانشکده علوم انسانی، دانشگاه خاتم، تهران، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: In recent years, ensuring equal participation of teachers with disabilities in the education system has become a crucial aspect of achieving social justice. The present study aimed to identify the professional opportunities and challenges faced by teachers with physical-motor disabilities in the teaching process at elementary schools.
Methods: consisted of elementary school teachers with physical-motor disabilities working in West Azerbaijan Province. Fifteen participants from Piranshahr, Oshnavieh, Naqadeh, and Mahabad were purposefully selected, and sampling continued until data saturation and thematic consistency were achieved. Data were collected through semi-structured interviews. To ensure the accuracy and credibility of the findings, Lincoln and Guba’s four criteria—including credibility, dependability, confirmability, and transferability—were employed. Member checking and peer debriefing enhanced credibility, while documenting the research process and using direct quotations strengthened confirmability and transferability. To assess data reliability, two interviews were re-conducted after a two-week interval, confirming the consistency of responses. Findings: Data analysis using Colaizzi’s method revealed five main challenges experienced by these teachers: “physical barriers in the work environment,” “negative attitudes from principals and parents,” “pressure to prove competence,” “lack of educational resources,” and “social stereotypes.” However, their lived experiences also indicated the presence of five key opportunities in the teaching profession: “interpersonal and psychological opportunities,” “enhancing attitudes and motivation in the workplace,” “professional growth in teaching,” “promoting a culture of acceptance and educational equity,” and “utilization of technology and innovative teaching strategies.” Conclusion: The findings of this study indicate that the national education system requires a reassessment of policies related to physical infrastructure, the training of school administrators and staff, and professional support for teachers with physical disabilities. Based on the lived experiences of the participants, adopting strategies to reduce psychological pressures, counter social stereotypes, and enhance professional opportunities can be an effective step toward achieving educational equity.
کلیدواژه‌ها [English]
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