An Critical Discourse Analysis of 'sickness' in Educational Documents

Every child experiences numerous exposures to illness in her life. In addition, about 20% of children have a chronic illness. Therefore, The purpose of this study was to analyze the critical discourse of education documents under the concept of illness in order to study the special aspects of the education of sick children. Since discourse analysis is a qualitative and interpretive method, the validity and reliability of the research are examined through rational discussions of the findings, the power of speech, and the author's expression. The results show that the dominant discourse regarding the education of sick children in Iran's current educational curriculum is a passive one that deals only with the Physical health of the child and prevention of her illness and neglects the quality of the child’s living, Mental effects of the disease. The consequences of this negligence can be clearly seen in the outputs of the educational curriculum, including the content of elementary school textbooks, in which there is only a deteriorative and passive dealing with the disease to the extent that illness is compared with disability. As far as it can be said Illness and especially sick children, An null curriculum in the education of the Islamic Republic of Iran.