Investigating the role of vocational high school curriculum in empowering educable mentally retarded students

The present study aims at investigating the role of vocational high school curriculum in empowering educable mentally retarded students. The effect if each component of curriculum (purpose, content, duration, and evaluation) on vocational empowerment component (general and social skills, self-management, self-sufficiency, economic sufficiency, and vocational empowerment) was studied. The statistical population included all administrative officials, curriculum designers, teachers, and employers in Qazvin. A sample (223) was selected through randomization. The data gathering instruments were two researchers-made questionnaires based on 1-10 Likert scale. The results showed that administrative officials and curriculum designers regarded the curriculum effective in increasing general and social skills, self-management, self-sufficiency, economic sufficiency, and vocational empowerment. However, according to teachers, and employers the curriculum has little effect on promoting the skills. It can be argued that teachers and employers as implementers of the curriculum are more reliable source to evaluate the program. As a result, administrative officials, curriculum designers are recommended to revise the existing programs.