Mental Health in School

Mental Health in School

Designing and validating a remedial curriculum model with a focus on building educational software for students with special learning disabilities

Document Type : Original Article

Authors
morteza zahraei 1
sohila chaveleh 2
1 Master of Educational Sciences majoring in educational management
2 Master of Accountancy
10.22034/jmhs.2024.457688.1050
Abstract
The current research was conducted with the aim of designing and validating a remedial curriculum model with the focus on creating educational software for students with special learning disabilities in the elementary school of Qazvin city. This research was applied in terms of purpose and in the descriptive-analytical research group, with the foundation data approach. The research population included all teachers in the first and second grades of elementary school in Qazvin city, and based on the Chrissy-Morgan table, a sample of 216 teachers and 34 curriculum specialists were selected by simple random sampling. In order to answer the research questions, first of all, the theoretical study of the research topic, design and construction of the educational application was carried out, and then a questionnaire was created by the researcher, whose formal and content validity was checked by experts and its reliability was 0.85 Cronbach's alpha method. It was calculated and finally the designed model and software were validated from the point of view of teachers and experts. The findings showed that all the elements considered for the restoration curriculum (objective with a significance level of 0.35, content with a significance level of 0.57, teaching-learning methods with a significance level of 0.39 and evaluation methods with a significance level of 98 0.0) is valid from the point of view of teachers and experts, and there was no significant difference between the opinions of these two groups in terms of the degree of validity.
Keywords
Special learning disorders
validation
educational software
remedial curriculum planning model

Subjects

Arghwani Pirsalami M, Mousavi Nasab SH, Khazari Moghadam N. Investigating the effectiveness of cognitive empowerment on the executive functions (change, update and inhibition) of students with learning disabilities. Bi-Quarterly Journal of Cognitive Strategies in Learning, 2016; 5(8): 222-205. [Persian]
Ashuri M, Jalil Abkenar SS. Special learning disabilities in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders and providing a three-layer model of response to intervention for diagnosis. Exceptional education and training, 2015; 3(140): 46-37. [Persian]
Bemani S, Qamarni A, Nader F, Asgar P, Mehrabizadeh Honarmand M. Compilation of math reinforcement program based on intervention response model and its effectiveness on identifying students with specific math disability. Empowerment of exceptional children, 2016; 8(3): 55-47. [Persian]
Bryant D, Bryant BR, Roberts G, Vaughn S, Pfannenstiel K, Porter-field J. Early with mathematics difficulties. numeracy intervention program for firstExceptional Children-grade students , 2011; 78(1): 7-23.
Gartland D, Strosnider R. Learning disabilities Psychiatry, 203-213. and young children: identification and interrention. Learning Disability quarterterly, 2007; 30(1): 63-72 .
Ghasemi M, Dortaj F, Saadipour A, Delavar A, Sarabi S. The effectiveness of teaching counting strategies and number recognition in improving the basic numerical skills of children at risk of math problems in pre-primary school. Empowerment of exceptional children, 2016; 8(3): 25-38. [Persian]
Haji Tabar Firouzjai M, Melki H, Ahmadi G. Designing and validating the conceptual model of reducing the planned, implemented and achieved curriculum gap in Iran's public education system. Theory and Practice in Curriculum, 2015; 4 (7): 5-30. [Persian]
Hallahan DP, Kauffman JM, Pullen PC. Exceptional learners: an introduction to special education (13th Ed). Published by Pearson Education, Inc. 2015
Howard M. Response to intervention: Practical strategies for intervening with students before they fall too far behind in reading. Bureau of Education and Research. 2016.
Jangi Zahi Shastan H, Zarei Zawarki A, Nili Ahmadabadi MR, Pezeshk S, Delawar A. Designing and validating a multimedia educational model for mentally retarded students. Children's Quarterly, Isthini 2016; 17(1): 31-52. [Persian]
Kase W. A blended learning model supported with web 2.0 technologies, Procedia Social and Behavioral Sciences, 2010; 2: 2794-2802.
Kirk S, Gallagher G, Coleman MR. Educating Exceptional Children (14th Ed). Cengage Learning, Printed in the United States of America. 2015.
Salem S, Abbasi A, Ghobari Bonab B, Hosseinikhah A. Designing and validating a supplementary curriculum model for students with attention deficit hyperactivity disorder in primary schools. Research Quarterly in Educational Issues, 2016; 53: 29-52.  [Persian]
Sharifi AA, Davari R. Prevalence of special learning disability in first and second grade elementary students of Chahar Mahal Bakhtiari province. Journal of Learning Disabilities, 2012; 1(2): 63-76.  [Persian]
Tamjidtash A. Designing a remedial curriculum model for first year elementary school students with special learning difficulties and validating it from the point of view of curriculum experts and relevant teachers of East Azerbaijan province. Department of Educational Sciences, Islamic Azad University, Science and Research Branch, Tehran. 2015.[Persian]
Tarifi Hosseini H, Shahni Yilaq M, Haji Yakhchali A, Alipour Birgani S. Designing, compiling and validating the psychological training program of empowerment based on self-regulation executive functions (McCloskey model) for students with special learning disabilities. Empowering Exceptional Children Quarterly, 2016; 8(4): 17-33. [Persian]
Vaughn S, Denton CA, Fletcher JM. Why intensive interventions are necessary for students with severe reading difficulties. Psychology in the Schools, 2010; 47(5): 432-444.