Lived Experiences of Teachers of Students with Intellectual Disability: A Qualitative Phenomenological Study
Abstract Teachers spend significant hours of a day with intellectually disabled students; thus suitable and valuable information can be extracted from their lived experiences. Present study was conducted to explore lived experiences of teachers of students with intellectual disabilities in terms of...
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| Format: | Article |
| Language: | fas |
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Allameh Tabataba'i University Press
2017-03-01
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| Series: | Ravānshināsī-i Afrād-i Istis̠nāyī |
| Subjects: | |
| Online Access: | https://jpe.atu.ac.ir/article_7715_505545ce2fe47442ecfae212e2fab8a2.pdf |
| _version_ | 1797377541820907520 |
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| author | nayereh naghdi bagher ghobari |
| author_facet | nayereh naghdi bagher ghobari |
| author_sort | nayereh naghdi |
| collection | DOAJ |
| description | Abstract Teachers spend significant hours of a day with intellectually disabled students; thus suitable and valuable information can be extracted from their lived experiences. Present study was conducted to explore lived experiences of teachers of students with intellectual disabilities in terms of characteristics, behaviors, reactions and interactions between themselves and students with intellectual disabilities. Present study employed a phenomenological research conducted via the semi-structured interview technique of data collection. Therefore, 19 participants were selected based on the inclusion criteria among teachers of students with intellectual disabilities. To analyze data, Colaizzi’s method was employed. After extracting themes and categorizing them, 5 main themes including changes in beliefs, the lack of coordination in providing services, the effect of career stress on personal life , coaching requirements and parents’ expectations as well. Moreover, fifteen subthemes were identified. The relationship of the main themes and subthemes are presented in the article. Exploring lived experiences of teachers indicated that this affected group are influenced by their students with intellectual disability in one way or another way may influence the students in different ways. Thus the teachers’ lived experiences can be used for solving students’, parents’, and teachers’ problems. |
| first_indexed | 2024-03-08T19:54:57Z |
| format | Article |
| id | doaj.art-3c14cc98c5ce4d5d8ce3178e65e42b9a |
| institution | Directory Open Access Journal |
| issn | 2252-0031 2476-647X |
| language | fas |
| last_indexed | 2024-03-08T19:54:57Z |
| publishDate | 2017-03-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Ravānshināsī-i Afrād-i Istis̠nāyī |
| spelling | doaj.art-3c14cc98c5ce4d5d8ce3178e65e42b9a2023-12-24T07:13:46ZfasAllameh Tabataba'i University PressRavānshināsī-i Afrād-i Istis̠nāyī2252-00312476-647X2017-03-0172511810.22054/jpe.2017.77157715Lived Experiences of Teachers of Students with Intellectual Disability: A Qualitative Phenomenological Studynayereh naghdi0bagher ghobari1consultantTehran universityAbstract Teachers spend significant hours of a day with intellectually disabled students; thus suitable and valuable information can be extracted from their lived experiences. Present study was conducted to explore lived experiences of teachers of students with intellectual disabilities in terms of characteristics, behaviors, reactions and interactions between themselves and students with intellectual disabilities. Present study employed a phenomenological research conducted via the semi-structured interview technique of data collection. Therefore, 19 participants were selected based on the inclusion criteria among teachers of students with intellectual disabilities. To analyze data, Colaizzi’s method was employed. After extracting themes and categorizing them, 5 main themes including changes in beliefs, the lack of coordination in providing services, the effect of career stress on personal life , coaching requirements and parents’ expectations as well. Moreover, fifteen subthemes were identified. The relationship of the main themes and subthemes are presented in the article. Exploring lived experiences of teachers indicated that this affected group are influenced by their students with intellectual disability in one way or another way may influence the students in different ways. Thus the teachers’ lived experiences can be used for solving students’, parents’, and teachers’ problems.https://jpe.atu.ac.ir/article_7715_505545ce2fe47442ecfae212e2fab8a2.pdfkeywords: lived experiencesstudents with intellectual disabilityteachersintellectual disability |
| spellingShingle | nayereh naghdi bagher ghobari Lived Experiences of Teachers of Students with Intellectual Disability: A Qualitative Phenomenological Study Ravānshināsī-i Afrād-i Istis̠nāyī keywords: lived experiences students with intellectual disability teachers intellectual disability |
| title | Lived Experiences of Teachers of Students with Intellectual Disability: A Qualitative Phenomenological Study |
| title_full | Lived Experiences of Teachers of Students with Intellectual Disability: A Qualitative Phenomenological Study |
| title_fullStr | Lived Experiences of Teachers of Students with Intellectual Disability: A Qualitative Phenomenological Study |
| title_full_unstemmed | Lived Experiences of Teachers of Students with Intellectual Disability: A Qualitative Phenomenological Study |
| title_short | Lived Experiences of Teachers of Students with Intellectual Disability: A Qualitative Phenomenological Study |
| title_sort | lived experiences of teachers of students with intellectual disability a qualitative phenomenological study |
| topic | keywords: lived experiences students with intellectual disability teachers intellectual disability |
| url | https://jpe.atu.ac.ir/article_7715_505545ce2fe47442ecfae212e2fab8a2.pdf |
| work_keys_str_mv | AT nayerehnaghdi livedexperiencesofteachersofstudentswithintellectualdisabilityaqualitativephenomenologicalstudy AT bagherghobari livedexperiencesofteachersofstudentswithintellectualdisabilityaqualitativephenomenologicalstudy |