Validation the elements of restorative curriculum for primary elementary students with special disabilities in learning from the viewpoint of curriculum experts and relevant teachers in east Azarbaijan province

Students with learning special disabilities due to differences with ordinary students and other exceptional students need to design curricula. Therefore, present research aimed to investigate the validation the elements of restorative curriculum for primary elementary students with special disabilities in learning from the viewpoint of curriculum experts and relevant teachers in east Azarbaijan province. Research design was a descriptive from type of survey. The research statistical population was curriculum experts and primary elementary teachers of west Azarbaijan province in 2016-17 academic years which based on Morgan's table 40 curriculum experts and 212 teachers were selected by random sampling as a sample. To collect data used from interview and research-made questionnaire that the validity of questionnaire was confirmed by five curriculum experts and its reliability was calculated by Cronbach's alpha 0/85. The collected data were analyzed by descriptive statistics and chi-square test methods. The findings showed that all elements of restorative curriculum, namely the purpose, content, teaching-learning methods and evaluation methods were confirmed from the viewpoint of curriculum experts and relevant teachers and there was no significant difference between the opinions in these groups (P>0/05). Therefore, it is suggested that considering to the elements of a validated restorative curriculum in present research can design and develop a curriculum for primary elementary students with special disabilities in learning.