نیازسنجی روانی و آموزشی از والدین دانش آموزان کم توان ذهنی با توجه به دوران قرنطینه بیماری کووید-19 به منظور طراحی برنامه های آموزشی خانواده محور

این پژوهش باهدف نیازسنجی روانی و آموزشی از والدین دانش آموزان کم توان ذهنی با توجه به دوران قرنطینه بیماری کووید-19 به منظور طراحی برنامه های آموزشی خانواده محور انجام شد. روش پژوهش توصیفی از نوع پیمایشی بود. جامعه آماری پژوهش شامل کلیه والدین دانش آموزان کم توان ذهنی استان تهران در سال تحصیلی 1401-1400 بود. از بین جامعه هدف تعداد200 والدین با روش نمونه گیری هدفمند از آموزشگاه استثنایی طلوع و موسسه آموزشی حیات ارغوانی انتخاب شد. ابزار پژوهش شامل پرسشنامه محقق ساخته نیازسنجی روانی و آموزشی بود. برای تحلیل داده ها از روش تحلیل عاملی اکتشافی استفاده شد. نتایج نشان داد که در بخش روانی به ترتیب الویت والدین به دریافت خدمات مشاوره‌ای آنلاین به دلیل شرایط ویژه فرزندشان؛ به دریافت مشاوره درباره نحوه ارتباط موثر با دیگر فرزندان؛ به دریافت کمک و حمایت همسر در مراقبت از فرزندان و به دریافت مشاور‌های خاص برای افزایش روحیه‌ در دوران قرنطینه خانگی نیاز دارند و در بخش آموزشی به کسب اطلاعات صحیح از سوی متخصصان در مورد آینده آموزشی فرزندشان؛ به پیگیری ها و انجام اقدامات آموزشی به موقع در مورد مباحث تحصیلی فرزندشان توسط معلمان و به دریافت آموزش های لازم جهت استفاده صحیح از فضای مجازی جهت بهره مندی مناسب از آموزش های مربوط به فرزندشان در دوران قرنطینه نیاز دارند. پیشنهاد می شود با توجه به این نیازهای روانی و آموزشی والدین در دوران قرنطینه خانگی، برنامه های آموزشی خانواده محور توسط متخصصان طراحی و اجرا شود.

assessing psychological and educational needs of parents with intellectually disabled students during covid-19 quarantine for family-oriented educational program design

introduction: the global covid-19 pandemic has compelled widespread home quarantine measures, impacting both physical and mental health. among those facing unique challenges during this period are parents of mentally challenged students. according to the fifth edition of the diagnostic and statistical manual of mental disorders, intellectual disability encompasses cognitive deficits and behavioral challenges across conceptual, social, and practical domains. these students require specialized support, distinct from that needed by their neurotypical peers. parents of intellectually disabled students grapple with managing their child’s unique behaviors and needs. the strain on families, particularly parents, is considerable. amidst the pandemic, family-oriented educational programs play a crucial role in addressing psychological and educational requirements. therefore, assessing the specific needs of parents with mentally disabled children becomes paramount for designing effective family-oriented educational interventions.research question: what are the psychological and educational needs of parents of intellectually disabled students with regard to the home quarantine period of the covid-19 disease, based on the borich model?method: the present study aims to identify the psychological and educational needs of parents caring for mentally challenged students during the covid-19 home quarantine. it falls under the category of applied research and utilizes a descriptive survey approach for data collection.results: the findings indicated that within the psychological sector, parents prioritized receiving online counseling services due to their child’s unique circumstances. they sought advice on how to interact effectively with other children. they required assistance and support from their partners in caring for their children, and they needed specialized counselors to enhance their resilience during home quarantine. in the educational sector, they required accurate information from experts regarding their child’s academic future. they needed to monitor and implement timely educational interventions related to their child’s academic subjects by teachers. furthermore, they needed to receive the necessary training to correctly utilize virtual space, thereby benefiting optimally from their child’s education during the quarantine period.discussion: the findings of the present research indicate that the parents of intellectually disabled students have a high need for psychological and educational support. this underscores the necessity of designing, planning, and implementing family-oriented educational programs. given the findings of the present research, it is imperative for support groups to work effectively to minimize the need for restrictive laws for parents and students with intellectual disabilities, and to implement quarantine methods through effective communication and reliable therapeutic relationships. maintaining quarantine causes confusion and increases the occurrence of challenging behaviors, and appropriate measures should be taken to reduce this stress. therefore, it is crucial to provide psychological counseling to these individuals and their families during the time of covid-19. from an educational perspective, due to the uncertainty and the lack of definitive methods for the treatment of covid-19, and also to meet the needs of people with disabilities, measures such as the use of public and free education by teachers and trainers in a virtual and online format should be implemented. public facilities should be made available for the care of disabled individuals, and modifications should be made according to critical conditions, as well as ensuring access to appropriate rehabilitation insurances. in line with the final goal of the research, which was to design family-centered educational programs, considering the psychological and educational needs assessment of parents of intellectually disabled students, and considering the home quarantine period of the covid-19 disease, it can be said: family-centered educational programs, a set of values, attitudes, and practices for providing services to children with special needs or exceptional children and their families, aim to introduce parents as experts and educators regarding their children’s needs and to promote the relationship between parents and service providers, and support the role of the family in deciding the services provided to their child. specialists consider family-centered educational programs as a kind of support method between parents and service providers. according to its principles, every family has an opportunity to participate in providing educational services and help to their child according to their interests and desires. it is worth mentioning that the more parents participate in designing educational programs for their children, the more support they will feel. as a result, those programs will be more successful. therefore, increased participation of parents in planning programs should be encouraged. parents who participate in their child’s educational programs and activities as helpers or educational partners will have the most significant effect on the improvement and promotion of their child’s behavioral and educational performance.