Document Type : Original Article
Authors
1
Department of Educational Management, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
2
Department of Curriculum Planning, Faculty of Educational Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran
3
Department of Curriculum and Instruction, Faculty of Educational Sciences, University of Tehran, Tehran, Iran
4
Department of Educational Management and Planning, Faculty of Literature and Humanities, Payam Noor University, Urmia, Iran
10.48310/reek.2026.20593.1729
Abstract
Background and Objectives: This study examined how local culture in Piranshahr shapes families’ attitudes toward children with special needs. It aimed to explore both the types of attitudes held by parents and the cultural factors influencing these perspectives.
Methods: A qualitative design with an interpretative phenomenological approach was employed. Twelve parents (6 mothers, 6 fathers) were purposefully selected based on having a child with special needs, residing in Piranshahr for at least five years, and willingness to participate. In-depth interviews were conducted until theoretical saturation was reached. To ensure trustworthiness, member checking, peer debriefing, and Lincoln and Guba’s criteria of credibility, transferability, dependability, and confirmability were applied. Interviews were conducted in Kurdish or Persian, transcribed verbatim, and carefully translated to preserve meaning.
Findings: Parents’ attitudes were categorized into four main types: (1) culturally restrictive attitudes, influenced by social pressures and traditional norms; (2) religiously meaningful attitudes, interpreting disability as a divine test; (3) supportive and humanistic attitudes, emphasizing acceptance and compassionate care; and (4) positive and transformative attitudes, focusing on children’s abilities and potential for growth. Local culture emerged as a multilayered factor shaping these attitudes through: (1) social identity and family ties that encourage caution, (2) religious and traditional frameworks influencing interpretations of disability, (3) cultural barriers and superstitions leading to shame and social isolation, and (4) generational shifts promoting openness and active support among younger parents.
Conclusion: Families’ attitudes toward children with special needs result from a complex interaction of individual beliefs and cultural, religious, and social contexts rooted in Piranshahr’s local culture. These findings highlight the importance of culturally informed educational programs for parents and teachers to foster supportive environments and enhance the social and educational inclusion of children with special needs.
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