Surveying Factors Affecting Physical Education Curriculum for Students with Mental Retardation and Providing Guidance

This research surveys the condition of the educational factors of physical education course program for students with mental retardation. The population included 375 exceptional education professionals (managers, experts, and physical educators) from Markazi Province, among which 197 subjects were selected on the basis of Morgan sample size table, and through random cluster sampling. The means of data gathering was researcher-made questionnaires, with a reliability of 0.90 calculated by Cronbach's alpha test. The collected data were analyzed utilizing frequency calculation, percent, 2, and Kruskal- Wallis test. The results display that the definition and development of the objectives of PE course for mentally retarded students is very inappropriate (68.6%), formal and informal content of the course of PE (respectively 90.9 and 39.6%), the method of teaching PE 40.9%), and the scientific and specialized knowledge of PE teachers (34.3%), are not satisfactory and appropriate. Furthermore, from the subject's point of view, the quantity of the devoted hours to PE course is not proportionate with the needs of these students and is nor suitable and enough (59.4%). The research subjects suggest that the most important strategies for improving the PE course for students with mental retardation are respectively: (1) defining, developing, and explaining the philosophy and objectives of PE, (2) compiling course books, pamphlets, and educational/educational aids tables, proportionate with various needs, interests and disabilities, (3) employing exceptional physical educators. This study concludes that physical education course program for students with mental retardation requires to be revised and modified.