Shahid Beheshti University of Medical Sciences The Scientific Journal of Rehabilitation Medicine 2251-8401 13 3 2024 07 22 Exploring the Challenges of Implementing the Integration Plan of Students With Borderline Intellectual Functioning in Ahvaz City Ordinary Schools: A Qualitative Study Exploring the Challenges of Implementing the Integration Plan of Students With Borderline Intellectual Functioning in Ahvaz City Ordinary Schools: A Qualitative Study 640 649 1101729 10.32598/SJRM.13.3.3139 FA Soraya Farhangi Department of Occupational Therapy, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. 0000-0002-4939-187X Ghazaleh Mandani Department of Occupational Therapy, Psychosis Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. 0000-0002-0825-4449 Arash Salahshouri Department of Health Promotion and Education, School of Health, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. 0000-0002-2233-6299 Roya Ghasemzadeh Department of Occupational Therapy, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. 0000-0002-1402-4025 Marzieh Amiri Department of Audiology, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran. 0000-0001-8787-1260 Journal Article 2022 11 09 <strong>Background and Aims</strong> Integrated education is a movement towards educational justice and integration of the education program for all, the implementation of which is still facing challenges. The present study aimed to explain the challenges of implementing the integration plan for students with borderline mental functioning in the ordinary schools of Ahvaz City, Iran. <br /><strong>Methods </strong>The present study was conducted using a qualitative approach in primary schools in Ahvaz City using conventional content analysis based on the approach of Lundman and Graneheim from December 2020 to August 2021. Data were collected through field notes and 17 in-depth semi-structured interviews with 12 individuals, including 7 teachers, 2 principals and 3 assistants. Data coding and analysis were performed using MAXQDA software, version 18.<br /><strong>Results</strong> Data analysis led to the emergence of 28 codes, including 3 categories of educational system challenges (with two subcategories of lack of planning and poor system of appraising borderline students), teachers’ challenges (with 5 subcategories of annoyance and objection of ordinary students, not following educational calendar program, high workload in integration classes, crowding and confusion of integration classes, and the teacher’s emotional reaction to not learning of the borderline students), and the attitude and response to integration plan (with 3 subcategories of reaction of ordinary students’ parents toward the integration plan, negative attitude of educational staff toward integration plan, and teachers’ objection toward integration plan).<br /><strong>Conclusion </strong>The results showed that the administrators have a negative attitude toward implementing the integration plan and are against it. The successful implementation of the integration plan depends on solving the challenges in the path of this plan. It seems that the results of the present study can help education managers and policymakers design suitable and desirable programs to solve the challenges and facilitate the integration of students with borderline mental functioning in ordinary schools. <strong>Background and Aims</strong> Integrated education is a movement towards educational justice and integration of the education program for all, the implementation of which is still facing challenges. The present study aimed to explain the challenges of implementing the integration plan for students with borderline mental functioning in the ordinary schools of Ahvaz City, Iran. <br /><strong>Methods </strong>The present study was conducted using a qualitative approach in primary schools in Ahvaz City using conventional content analysis based on the approach of Lundman and Graneheim from December 2020 to August 2021. Data were collected through field notes and 17 in-depth semi-structured interviews with 12 individuals, including 7 teachers, 2 principals and 3 assistants. Data coding and analysis were performed using MAXQDA software, version 18.<br /><strong>Results</strong> Data analysis led to the emergence of 28 codes, including 3 categories of educational system challenges (with two subcategories of lack of planning and poor system of appraising borderline students), teachers’ challenges (with 5 subcategories of annoyance and objection of ordinary students, not following educational calendar program, high workload in integration classes, crowding and confusion of integration classes, and the teacher’s emotional reaction to not learning of the borderline students), and the attitude and response to integration plan (with 3 subcategories of reaction of ordinary students’ parents toward the integration plan, negative attitude of educational staff toward integration plan, and teachers’ objection toward integration plan).<br /><strong>Conclusion </strong>The results showed that the administrators have a negative attitude toward implementing the integration plan and are against it. The successful implementation of the integration plan depends on solving the challenges in the path of this plan. It seems that the results of the present study can help education managers and policymakers design suitable and desirable programs to solve the challenges and facilitate the integration of students with borderline mental functioning in ordinary schools. https://medrehab.sbmu.ac.ir/article_1101729_c6934e14ba31635545f9bd19f8e62188.pdf