Investigating the Epistemological Foundations of the Curriculum of Mentally Retarded Children in the First Period of Elementary School and Analyzing Its Challenges from the Teachers' Perspective

Kiany, Masumeh; Fatemi‎, Azad

doi:10.48310/tpd.2025.18377.1848

Investigating the Epistemological Foundations of the Curriculum of Mentally Retarded Children in the First Period of Elementary School and Analyzing Its Challenges from the Teachers' Perspective

Document Type : research paper

Authors

Masumeh Kiany ¹
Azad Fatemi‎ ²

¹ Assistant Professor of Philosophy of Education, Department of Educational Sciences, Faculty of Humanities, Bo Ali Sina University, Hamadan, Iran

² Master's student of History and Philosophy of Education, Bu-Ali Sina University, Hamedan, Iran

10.48310/tpd.2025.18377.1848

Abstract

Background and Objectives: One of the effective measures in the education of children with special needs is the design and development of textbooks that are both based on coherent philosophical foundations and tailored to the diverse needs of these children, aiming to empower them across various dimensions. Accordingly, the main objective of the present study is to examine the epistemological foundations of the curriculum for students with intellectual disabilities in the first stage of elementary education and to explore its challenges from the perspective of teachers.Methods: To address the first research question—examining the epistemological foundations of relevant textbooks—the study employed a qualitative content analysis with an inductive approach. To answer the second research question analyzing the epistemological challenges of these textbooks based on teachers’ perspectives a thematic analysis method was utilized. In the first phase, the statistical population comprised all 23 textbooks used in grades one to three of the elementary curriculum for students with intellectual disabilities. All of these textbooks were selected as the research sample. In the second phase, the population consisted of all teachers working in exceptional schools across Iran. Sampling was conducted purposively, targeting teachers with university degrees in special education and direct teaching experience with intellectually disabled children. Participant selection and interviews continued until theoretical data saturation was achieved. Findings: The results of the analysis of textbooks for the first cycle of elementary school students with intellectual disabilities indicated that the content of the books was presented in three dimensions: sensory, cognitive, and creative. Additionally, regarding the identification of epistemological challenges of the curriculum, five main categories (content, learning, teaching, equipment, and administrators) and 30 subcategories were identified and classified. Conclusion: The curriculum and educational textbooks for children with intellectual disabilities should be purposefully designed with a focus on developing practical skills, strengthening social capabilities, and fostering creativity. Continuous content revision and the use of innovative teaching methods tailored to individual needs and capacities provide a scientific and effective foundation for the growth and learning of this group of children.

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