Designing and validation of the appropriate model of social skills curriculum for students with mental retardation

The aim of this research was designing and validation of a model of social skills curriculum for students with mental retardation in elementary and middle school. The present study is a descriptive-survey design in which with utilization of literature review, social skills areas related to students with mental retardation in an international approach have been identified, and the foundation of curriculum has been determined. In the next stage perspectives of parents, teachers, and professionals have been surveyed with using researcher developed questioner. In this regard, 151 parents, 144 teachers, and 42 professionals have been selected as samples. Cluster sampling method was utilized to select parents and teachers, and a purposeful sampling procedure was used to select professionals. At the end the quantities analyses of data related to the questionnaire, identified the nine components of social skills for children with mental retardation. In addition trough the analysis of literature review the model of social skills curriculum in each elements of curriculum including goals, contents, teaching-learning strategies, resources and instruments, grouping, time of instruction, teaching environment, and evaluation methods have been identified. Finally the suggested model of curriculum has been offered to professionals for validation, and the results showed that the model has necessary evidences for validation.