sedighe kazemi

Given the global experience of the COVID-19 pandemic, educational systems worldwide have transformed in recent years with the emergence and expansion of hybrid learning alongside traditional and virtual learning. Accordingly, this study aimed to qualitatively elucidate the aspects of expanding virtual education in primary education and to design a hybrid learning model, seeking answers to the following questions: According to teachers, parents, and primary school principals and vice-principals, what factors affect the quality retention of virtual education opportunities and the transition to hybrid education? What factors play contextual and intervening roles? What are the strategies and consequences of implementing these strategies to achieve the central phenomenon of developing hybrid education? Research

This qualitative study used a grounded theory approach based on the causal paradigm model. Data were collected using structured interviews and focus group discussions and were analyzed using Corbin and Strauss's systematic approach. Participants included two groups: teachers, school staff, and parents, who had at least one year of virtual teaching and activity in the second stage of primary school during the COVID-19 era. From the volunteer parents, contact was made with 22 parents, of whom 12 were unable to participate in the study due to their or their family's illness with COVID-19 or due to life and work commitments. Ultimately, eight parents participated in focus group sessions, and two parents were interviewed semistructurally by phone. Parent focus group sessions were held in two 90-minute sessions, one in person and one virtual. The researchers then formed a focus group of teachers, in March 2021 to gather new experiences from teachers and parents in the second year of virtual education, six months into the academic year. Both sessions were held in person and virtually. The in-person session lasted 180 minutes, while the virtual session lasted 75 minutes, with education experts and teachers in attendance. The organization of focus groups and interviews continued until theoretical data saturation was achieved after four focus group sessions with teachers and mothers and eight qualitative interviews, which took nine months to reach theoretical saturation.

The data collected from the interview texts were analyzed using the MaxQDA software for greater accuracy and speed of data analysis. Initially, open coding was performed, then primary concepts and core codes were extracted by aligning the initial codes, and finally, the main categories were formed in selective coding from the relationship between the core codes of the previous stage. From the systematic analysis of the interview data, 833 open codes and 192 primary concepts (core codes) were extracted. Of these, six main categories were identified as causal factors that participants considered to affect the retention of virtual education opportunities and the transition toward hybrid education. According to the study's participant groups, professional, skill, organizational, human-communication, and family factors were identified as intervening conditions in maintaining and expanding virtual education opportunities toward hybrid education. Infrastructure and socioeconomic factors formed the contextual conditions. The central phenomenon in this study is the retention and expansion of virtual education opportunities towards hybrid education in primary school. Strategies, actions, or counteractions taken to control, manage, confront, and respond to the central phenomenon were also identifed.

This research aimed to design and present a developmental model for maintaining and expanding virtual education opportunities toward hybrid education in primary school. In this study, five key strategies were mentioned by participants for expanding and utilizing hybrid education while preserving the advantages of traditional and virtual education: 1- Infrastructural and technological development; 2- Training of hybrid teachers; 3- Proficiency enhancement in class management and hybrid education design; 4- Improving technological and media literacy of parents and students; and 5- Enriching hybrid education with human communication. Practical suggestions from this study include designing and implementing special educational programs and packages for teachers and school staff that help improve their communication, educational, and technological competencies. The primary goal of these programs is to encourage teachers not to limit themselves to reproducing the traditional face-to-face instructional model in virtual and hybrid education and to apply educational innovations in line with the new educational scenario based on their acquired competencies. Additionally, designing and implementing programs, educational packages, courses, and group sessions specifically for parents can help improve their communication, educational, and technological competencies. These actions aim to create opportunities for active and effective parental involvement in their children's academic progress and constructive interaction with schools and teachers in the new hybrid education scenario.

The purpose of this research was to compare the spirit of research among teachers graduated from Farhangian University and teachers graduated from other universities and the role of curriculum elements in the existence of this difference.

This research is pracxtical, in terms of purpose, and with a sequential explanatory mixed methods design. In the quantitative phase, the causal-comparative method was used with The Research Spirit Questionnaire, which was designed by the researchers, and in the qualitative phase, the data collected via the focused discussion and semi-structured interviews were content analyzed. The research population consisted of all the primary scool teachers graduated from Farhangian University and other universities of the country, who have been teaching in primary schools of Golbahar, Razavi Khorasan province since 2015. Deliberate and non-random sampling was used in sample selection in both phases. In the first phase, the samples were matched based on gender, field of study and teaching experience, and in the second phase, a group of elementary teachers, faculty members of Ferdowsi University of Mashhad and Farhangian University were used in a targeted manner.

The findings showed that the average research spirit of Farhangian University graduates is significantly lower than those of other universities and this difference is due to factors such as curriculum content, space, facilities, research spirit and ability of faculty members and lecturers and the evaluation method of what students learn in Farhangian University.

Although the curriculum of Farhangian University has been designed and compiled with a research-oriented approach and with the goal of training teacher-researcher, other elements of the program in the implemented curriculum prevent the achievement of this goal, which need to be taken into account by the offials.

Considering the importance of skill training curriculum in improving the social and individual skills of intellectually disabled students, the aim of the present study was to phenomenological analyze the perception of teachers of students with special needs regarding the skills training curriculum for the mentally disabled group in order to provide future-oriented educational solutions.

This study was conducted using qualitative approach and phenomenological method. In order to collect data, semi-structured qualitative interviews were used and with targeted sampling, data saturation was obtained after conducting nine interviews.

In-depth analysis of teachers' views led to the identification and categorization of eight categories needed and emphasized in skill training curricula from the point of view of teachers participating in this research, including rehabilitation skills, life skills, teaching logical-mathematical concepts, selfsufficiency, health promotion and Safety, creating a positive attitude towards oneself and the surrounding environment, sexual education and social-emotional development and thirty-three subcategories were the main categories. The categories obtained by categorizing the required skills in the background of the study have commonalities and differences that show the effect of the background and context and the teachers' perception of the needs.

The approaches and suggestions derived from this study have confirmed the necessity of paying attention to the opinions of teachers in order to enrich the curriculum of learning skills of mentally retarded students in order to pay attention to educational interventions.

The purpose of the present research is the descriptive study of the books of the Qur’an education and Hedyehāye Āsemāni in the 1st to the 6th grade of elementary school with respect to their consideration to teaching religious lessons. The research method was the analysis of quantitative-descriptive content and the statistical population consisted of all books taught for the Qur’an Education and Hedyehāye Āsemāni in the elementary school in 2022-2023. In this regard, 21 books, 289 lessons, 1869 pages, and 979 pictures were analyzed by survey method. The field unit in this analysis was page and the registration units were pictures and content. The coding procedure was conducted by comparative method based on components of religious lessons (belief, moral-value, ritual-practical/prayer, emotional0. The results showed that from among 5169 observed frequencies, the component of belief with 1720 content and 130 pictures (1850 cases, 35/79%) had the highest frequency. Then, with a trivial difference, there were ritual-practical/prayer lessons with 1406 content and 394 pictures (1800 cases, 28/69%) and then emotional lessons with 34 content and 2 pictures (36 cases, 0/69%). As a result, belief and ritual-practical instruction had the highest frequency and emotional instruction had the lowest frequency and the education was mostly content-centered. Therefore, it is suggested that based on the needs of students at this stage, the experts pay more consideration to the emotional instruction and more usage of pictorial potentials in books of the Qur’an Education and Heyehāye Āsemāni.

Considering the visual nature of mathematical concepts in elementary school, the learning process of these topics is different for visually impaired students and normal children.

The present research seeks to discover and identify the lived experience of visually impaired students and their mothers from encountering a math curriculum with a student-centered approach.

This research was conducted with a qualitative approach and interpretive phenomenology method. The participants included 12 mothers with visually impaired or blind children and 14 visually impaired primary school students (7 girls and 7 boys) studying in the second to sixth grades. The data collection tool is in-depth exploratory interviews, which were analyzed using Van Menen's thematic analysis method.

The experience of the participants shows that the content of the current math curriculum for this group of students has two major modes: 1) the ability to mentally calculate, manipulate and apply in real life and 2) the ability to learn in case of adaptation. visual In line with the types of adaptations, the themes of adaptation of books, tools, teaching methods and evaluation are also included. The participants stated that learning most of the mathematical topics is associated with difficulty and is rarely used in daily life.

According to the findings of this study, it is suggested that adaptations of content, textbooks, tools, teaching and evaluation methods in the design and implementation of mathematics curricula for visually impaired students. To be considered by the planners.

Today, inclusive education has become a global movement at the national and international levels. Inclusive education is an approach that allows disabled students (with special needs) to benefit from a joint learning experience with their non-disabled peers in general education classes. Education experts acknowledge that the educational system, in its current condition, cannot meet the educational, psychological, and social needs of students with special needs. In the meantime, most of the issues related to this transformational inclusive approach are devoted to the adaptation of the educational environment, which needs to be reviewed and evaluated. A considerable time has passed since the formulation of the pilot plan for inclusive education and the promotion of the model school in exceptional education in Iran. As a result of these two developments, the Iranian education system has faced new opportunities and challenges. It, thus, is vitally essential to examine the quality of the educational environment of inclusive schools based on the model school. The present study was conducted with the aim of evaluating the pedagogical quality of space and educational services in the inclusive curriculum of exceptional education in Iran based on the standards of the model school. Research questions The following three research questions guided this study: 1. What is the quality of securing the space, adapting the physical environment, and facilitating the access of inclusive schools based on each of the five investigated provinces? 2. How is the quality of securing the space, adapting the physical environment, and facilitating access to inclusive schools within the elementary schools and junior and senior high schools? 3. How is the quality of securing the space, adapting the physical environment, and facilitating access to inclusive schools in inclusive schools from the perspective of the main stakeholders (i.e., principals of inclusive schools and supporting schools and parents of students with special needs in the inclusive education plan)?

This study utilized a mixed-methods design. The statistical population included all inclusive schools, supportive and inclusive principals, and inclusive parents in all three stages of schooling, namely, elementary, junior high school, and senior high school, in Iran. Multi-stage cluster sampling method was used to select five provinces in Iran, including Khuzestan, Kerman, Tehran, East Azarbaijan, and Khorasan Razavi. Then, the capital of each province and four cities from that province were selected for data collection. The sample included 75 inclusive schools from the five representative provinces. An observation list was used to check and evaluate the quality of space and educational services. This observation form was compiled based on the standards mentioned in the approved content of the Model School (2018) developed by the Exceptional Education Organization in Iran and included 170 items with 17 components (entrance and exit,14 items), stairs (19 items), ramp (9 items), corridors (14 items), classrooms (22 items), doors (11 items), windows (5 items), yard (6 items), drinking taps in the yard (8 items), restrooms (14 items), library (5 items), sports halls (4 items), elevator (13 items), ventilation system (3 items), safety equipment (4 items), special supplies for students with special needs (5 items), and light (4 items). The validity and reliability of this list were confirmed. In addition to the mentioned list, a semi-structured interview was used to examine the opinions of inclusive and supportive school principals as well as inclusive parents. Quantitative data were analyzed using descriptive statistics and t-test with the help of SPSS (version 21). Furthermore, the analysis of interviews was conducted using Strauss and Corbin’s (2008) systematic method. The interviews were transcribed, analyzed, conceptualized, and categorized.

The results showed that, in general, the condition of the physical input of schools in all investigated provinces was far from desirable. Also, except for “light” and “safety equipment” that were found to be in a satisfactory condition in all three stages of schooling (i.e., elementary schools, junior high schools, and senior high schools), the situation in other components associated with the ‘Model School’ was unfavorable. However, the analysis of the data obtained from the interviews indicated that the quality of securing the space, adapting the physical environment, and facilitating access to inclusive schools was in a favorable condition.

The findings showed that the status of ordinary schools to offer education to students with special needs did not meet the standards set for the ‘Model School’. More specifically, in some provinces, such as Khuzestan, there was a huge gap between expectations and reality. In other provinces, out of 17 components, only some components in normal schools were at the optimal level. The results highlight the need to equip, secure, and develop normal schools according to the ‘Model School’ standards.

The purpose of this study is to review and evaluate the quality of Implemented Curriculum in Farhangian University during the Corona from the perspective of student-teachers. This research is a descriptive-survey research. The statistical population included all students and teachers of the undergraduate course of Farhangian University of Shahid Hasheminejad Girls' Campus of Mashhad (2028 people) in two categories of humanities and basic sciences in the academic year 2020-2021. The statistical sample was selected by Cochran's formula by random sampling - relative classes of 350 people (227 people from humanities and arts and 123 people from basic sciences). The data collection tool was a researcher-made Likert scale questionnaire which reliability of the questionnaire was obtained by calculating Cronbach's alpha 0.82. The analysis of the findings showed that there is a significant difference between the obtained average and the expected average and the overall quality of the implementation of the curriculum in the virtual context in the seven elements under study is not satisfactory. Task and interaction have the lowest utility, respectively.

The purpose of this study was to analyze the content of elementary school textbooks based on the degree of attention to religious teachings. The study method was quantitative content analysis and the research population included all the textbooks of the first to third grades of elementary school that were used in primary schools in the academic year 2021-2022. Based on this, 22 book titles with 423 lessons, 2455 pages and 2469 images in total were reviewed and analyzed. The coding process was done deductively. The components of religious teachings (doctrinal teachings, moral-value teachings, ritual-practical teachings, emotional teachings) were extracted from theoretical foundations and in consultation with 7 professors of religious education. Descriptive statistics and inferential statistics (chi-square) were used to analyze the data and a retest method was used to study the reliability. The amount of agreement calculated as a criterion for coding reliability was 79%. The findings of this study showed that the component of moral values has the highest frequency and emotional teachings have the lowest frequency. The books of heavenly gifts, Persian and Quran have the most teachings and the least amount are found in the books of experimental sciences and in all the books they are thematic in teaching religious teachings.

The main purpose of this paper is the examination of the Two opposing fronts:Assumptions of Chaos Theory in Confrontation with the Foundations of Tyler's Logic, descriptive-analytic method was used. n this study, the basics of Tyler's logic are critiqued based on Tyler's classical work in the field of curriculum. This book is a crystallization of the author's ideas and opinions about principles of curriculum. And so far it has been exposed to criticism of various dimensions and so it has been the source of the creation of many pros and cons. This book was read and reviewed with the theoretical lens of the assumptions of chaos theory. The results of this study indicate the basics of Tyler's logic, which is based on Newtonian clock metaphors, determinability and predictability, linear approach to planning, based on closed systems, prescribing general mental models for all learning situations, setting objectives and learning outcomes in comparison with the assumptions of chaos theory that based on the metaphor of turbulent rivers and weather, indeterminability and unpredictability, nonlinear approach in planning, based on open systems, the need to design mental patterns appropriate to the situation, the need to pay attention to differences

Considering the corona pandemic and changing the teaching environment and implementation of the curriculum of students with special needs, the present study was conducted to investigate the lived experience of teachers of these students from the challenges of virtual teaching. The research is methodological, qualitative and descriptive phenomenology using the method of data analysis of experimental and transcendental phenomenology Moustakas. Participants included all exceptional primary school teachers in Yazd province in the academic year 2020-2021. Sampling was performed by purposeful criterion-based method to the extent of data saturation. The interview data collection tool was semi-structured. All interviews were subject to the interviewee's permission and ethical considerations, recorded and then accurately written and analyzed and coded using the seven-step Moustakas method. After analyzing the data, a total of 426 significant terms were identified. In the next step, the obtained phrases are classified into 6 themes and 24 sub-themes and two categories of textural and structural categories, and by combining the results, a comprehensive description of the lived experiences of students with special needs of virtual learning challenges in the environment. New offered. Findings show the experienced challenges of teachers in the category of textural conditions in three central themes: education, emotions, and relationships and interactions. In the category of structural conditions, the challenges experienced by teachers refer to three main themes: the requirements of exceptional / special education, the implementation of the curriculum, and the support needed by teachers and families during the coronation period. Based on the findings, it is suggested to pay attention to the support needed by teachers and students' families with special needs in reducing the virtual teaching challenges of exceptional teachers and compensatory programs for students. The special educators in this study, at the beginning of the Covid 19 epidemic, described the underlying conditions in the initial exposure to the corona in such a way that in the first months, their relationship with students and colleagues and other staff was more or less sudden. As a result of unpreparedness for such situations, teachers reported different and often negative feelings and emotions under these background conditions, which were a kind of confusion and ambiguity due to the inability to predict the situation and the duration of the current situation and the inconsistency of this. The conditions were similar to the previous conditions of teaching and learning environment. Most of these teachers were not prepared for this situation and their families and students were in the same situation. Teachers in this new ecosystem, after a bit of delay and confusion, developed tools to communicate with students and their families, although there was no ready-made and interactive platform and even minimal telephone and WhatsApp communication between teachers and family and knowledge. Students often did not replace face-to-face training, and on the other hand, ready-made content for these students was less available in groups and networks. In the secondary encounter, other feelings and emotions such as hardship and the feeling of tiredness and pressure, imposition and coercion, and even fruitlessness and fruitlessness were experienced by the participating teachers. Teachers faced multiple directives and unstable working conditions, and on the one hand, due to the unpreparedness and training for virtual teaching on the other hand, and on the other hand, the individual conditions and differences of their students, they felt left alone and without support. They have to endure this hardship and pressure alone. Although the time for direct e-learning was reduced, teachers needed much more time than before to prepare content to meet the different needs of their students, sending content and uploading it, which prevented them from communicating well with their own family members while at home. They were present but they were practically doing their job. On the other hand, in order to better cover the educational needs as much as possible, and the protocols and circulars and the school principal allowed, the face-to-face education of the students was also on the teacher's agenda. After a while, the teachers felt tired and difficult. The principals 'insistence on loading the production of teacher-made content also added to the feeling of compulsion and imposition of conditions, and the feeling of fruitlessness and ineffectiveness of this type of education for such students and uncertainty about students' learning and learning rate also reinforced undesirable feelings. Only one participating teacher reported feeling happy and satisfied with the students' progress. Teachers acquired relative distance learning skills along the way, but all teachers in the study in all groups with impaired vision, hearing, learning disabilities and autism believe that despite this, self-empowerment with technology and software The tools are much more effective in face-to-face education for these students, and they feel self-sufficient when they experience the classes in person and in direct, immediate, continuous, and close contact with their students. In structural themes, the participating teachers paid attention to the requirements of exceptional / special education in order to create a more effective teaching experience in this course, and to the cooperation or non-cooperation of parents and family in the student education path as the main factor in advancing the learning process in pre-school. Corona and Corona spoke about their experiences of parental cooperation and non-cooperation due to cultural, educational and economic poverty. On the other hand, the participating teachers in their experiences stressed the need to pay attention to individual differences and to have flexibility in time and content in the programs, even in the corona period and the new ecosystem. They talked about their creativity in implementing the curriculum under Corona conditions due to the short time and compactness of the content, and the dynamic identity of the curriculum by teachers with new goals and selective attention to the content and its integration. Teachers in this new environment needed professional, administrative, technical and technological, economic and social support, and also explained the support needed by families in these dimensions. The result of this study shows the attention to the support needed by teachers and families of these students in designing programs and policies according to the requirements of special education in the event of such crises. Although teachers in the new ecosystem have been creative in implementing the curriculum, the content received by students in this course requires careful assessment in the post-coronary course and compensatory training. Life skills and self-help and social skills that are required for special education training are marginalized in this course and training is often superficial and evaluation of results requires retesting. Cooperation between the rehabilitation and administrative teams in education needs to be improved and expanded.

The present study seeks to investigate the two concepts of intelligence and culture and the interactions between these two. In this regard, the two concepts of intelligence and culture were defined as two basic structures. This study was performed by analytical-descriptive method. An initial list of Persian articles and books was created by searching in the SID (from 2010 to 2020) And on the Google Scholar and Science Direct database (from 1995 to 2020). In the following, articles and books related to the subject were selected in the secondary list. In English-language sources, Sternberg's articles and works are among the main sources of analysis and culture in order to enjoy the categorization of intelligence theories into two categories, explicit and implicit, and attention to various aspects of the relationship between intelligence and culture. Implicit theories, which include the assumptions of people of different cultures of intelligence, have been analyzed based on research findings. In addition, Whorf's theory of relativity and linguistic algebra in explaining some aspects of language has been described as an influential tool of culture on people's intelligence and cognition, and among these topics are related statements in Persian books on educational psychology and findings.

In Arabic, in addition to the term "morality", the word "adab" is also used in the sense of ethics. These two words became widespread after the advent of Islam. This paper has been done by descriptive-analytical method and reviewed the documents and references, articles and manuscripts related to the subject matter and the literal and applied concept of ethics and literacy in Islamic culture, and then, based on the analysis of these concepts in Islamic culture, explains the relation between these two concepts The findings show that the subject of ethics is ethical, but the subject of literacy is all that matters right and wrong to them. Also, ethics in terms of words and the background of its application is a personal matter and observes individualist behavior. But literature has been a social affair and has been the subject of community-based behaviors. In other words, the origin of society's literacy and the origin of morality, nature, and mood are due to human nature, and in cases where ethics related to morality, it finds a virtuous aspect and aims to engage in the moral act of human beings and to do the most correct It's ethical.

This study conducted to understand teaching as a cultural practice. In this regard, according to the aim, the approach of research is qualitative and descriptive analytic method is used for data analysis. The research sample is the purposive sample of available resources and the method of data collection has direct search in the sources of databases including findings from the history of studies and related articles in English sources in the Google Scholar and Science Direct database (by searching for the concepts of teaching, culture, teaching and culture, teaching as culture) and searching for articles and books Related to the subject in Persian with the same concepts. The process of analysis was first to study the concepts of culture and teaching and then to present the findings and examples related to the subject of this study in comparative studies and analysis of research background to understand the cultural effects on the concept of teaching and learning process. Findings show that the three components of communication, motivation and cognitive strategies of teacher and learner that play a major role in the teaching and learning process are not just psychological concepts and are influenced by culture, and teaching as a cultural practice can also be considered in this case, in addition to the factors affecting teaching in terms of psychological fundamentals, it is necessary to pay attention to these factors in terms of sociological and cultural origins, which will result in a broader understanding of the concept of teaching.

This study aimed to evaluation facilities and materials of workplace environment in vocational training high school. The research method in this study was the evaluation. The statistical population included all of vocational workplaces of the country in vocational training high schools of intellectual disabilities. The sampling methodology was multistage cluster and by way of appropriate assign in five selected provinces was observed workplaces. In order to collect data were used from observation check lists that was made in two sections of conditions and organization workplace environment and in seven filed of skills that have been established reliability and validity all of them. Observation of workplaces showed facilities and materials in workplaces of weaving carpet grow of apartment plants art of living at home is relatively in desirable condition. Whereas workplaces of fabric sewing had desirable facilities, carpentry workplaces, Barry netted on wood and cucurbits were in undesirable level. Also, in Comparison between workplace facilities for the seven filed of skills it was revealed that fabric sewing workplace was better than Cucurbit plants and netted Berry workplaces. Carpentry workshops, Carpet weaving, grow of apartment plants and art of living at Home were in better condition than the lattice Barry wood workplaces.With regard to the findings, were presented recommendations for further planning in this area.

Developing appropriate curriculum for the education of deaf children depends on identifying the needs of this group. We aimed to examine educational rehabilitating needs of hearing-impaired children from the point of view of their parents. In this descriptive survey study, data gathering tool was a researcher-made questionnaire completed by 64 parents of deaf children. Parents expressed that fitness of training with the students in school, willingness to participate in the program, and the use of auditory-verbal therapy as a good way were the main notification preferences to families of hearing-impaired children, exceptional centers, and advertisements. They emphesied that lack of appropriate facilities, children's pertinacity, and their lack of cooperation prevented the implementation of training programs and curriculum in educational centers and home. Good verbal communication and speech was as the parent's first priority expectation of their child at the end of course. There was a significant difference between parent's opinions about the educational needs and rehabilitation (p<0.05). No significant difference was seen between the parent's suggestions about educational problems of hearing-impaired children (p>0.05). Also, there was no significantly association between the gender of child or the educational level of parents with the parent's view. It seems that parents should be supported by training workshops and consulting. Also, most of the children in this study were trained auditory-verbally and the results do not mean that other educational and rehabilitation methods have not the discussed characteristics.

The main objective of this study was to examine the dominant paradigms on special education from the perspective of the sociology of science، to achieve this goal، used from the method of analytical - adaptive method. With this explanation that because of impact of dominated scientific paradigms on researchers، theories and scientific developments in the field identifying the major paradigms is important. Therefore، this study aims to identify major changes and emerging paradigms in the field of Special Education to describing، categorizing، analyzing and evaluating exist paradigms identified by experts in the field is done. Then، to select one of these categories، change and develop of the paradigm formed in four stages -Pre-paradigm، normal، crisis and revolution- from the perspective of science sociology of Kuhn.

The purpose of the current research was to analyze the results of the needs assessment of training/rehabilitation program for hearing impaired children from the teacher's point of view in order to design and develop a rehabilitation training program with an auditory/verbal trait (AVT). In this descriptive study, 26 teachers of children under the age of 4 from the state of Khorasan Razavi using the census method were selected. The data were gathered using a researcher-made questionnaire. The results indicated that teachers felt the need in situations such as parent's participation in the curriculum planning, the appropriateness of the program with the children's special needs, setting clear and suitable goals, using new methods and approaches and the use of hearing aids. The weakest points in the current program are the lack of coherence in the program, the lack of paying attention to the goals, the lack of emphasis on the clarity of the speech and the correction of the student's pronunciation, the teacher's lack of enough experiences and their lack of awareness with AVT program. Setting up appropriate training classes is one of the most important needs of the teachers and creating training courses while getting to know AVT, having classes to increase parent's awareness, in the teacher's opinions, were the factors for getting rid of the problems in this program. Taking into account these findings, designing and planning an appropriate curriculum requires paying attention to the needs of the teachers and focusing on getting rid of the weaknesses of the current program.

This study aimed to evaluate Evaluation of Fabric Sewing Curriculum of Students with Intellectual Disabilities in Secondary Schools in Mashhad. Four groups including students, vocational training Hammond's objective-oriented model and various checklists, observation forms, interviews and academic achievement tests were used for answering the research questions. These questions regarded the organization quality of workplace environment, teacher's teaching quality and the amount of achieving predicted and expected training goals. Resultss: The means of findings related to workplace facilities and material showed a weak environment organization, but optimal facilities and material organization. ANOVA of various components of teachers’ learning quality revealed no significant difference between 3 grades. The evaluation of general and special cognitive and practical abilities showed different results according to the grades. The implemented curriculum in fabric sewing practice was successful in achieving some expected objectives and not in some others. These need deeper thinking and considerable program for optimizing the situation.