Document Type : Original article
Authors
1
Department of Occupational Therapy, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
2
Assistant Professor, Department of Occupational therapy, Psychosis Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
3
Assistant Professor of Health Education and Promotion, Department of Health Promotion and Education, School of Health, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
4
Department of Occupational therapy, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
5
Department of Audiology, School of Rehabilitation Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
Abstract
Objective: 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 was conducted with the aim of explaining the challenges of implementing the integration plan of students with borderline mental functioning in the normal schools of Ahvaz city.
Materials & Methods: The present study with a qualitative approach in primary schools in Ahvaz, from December 2020 to August 2021; Conventional content analysis was performed based on the approach of Lundman and Graneheim. Data were collected through 17 in-depth semi-structured interviews with 12 individuals, including; 7 teachers, 2 principals, 3 assistants and field notes. Data coding and analysis was performed using MAXQDA 18 softwar.
Results: Data analysis led to the emergence of the categories of educational system challenges, teacher challenges, attitudes and reactions to the integration plan.
Conclusion: The results showed that the executives have a negative attitude towards the implementation of integration and are against it. The successful implementation of the integration plan depends on solving the challenges in the path of this plan; which seems; The results of the present study can help education managers and policy makers in designing suitable and desirable programs to solve the challenges and facilitate the integration of students with borderline mental functioning in normal schools.
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